DUKE 
UNIVERSITY 


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Information  concerning  the 
UINITED  STATES  INDIAN  INDUSTRIAL  SCHOOL 
at  Carlisle,  Penna. 

Gontdiniii^  a  Brief  Outline  oi  What  it  Is,  and  M'hat  it  is  Aocomplishin^ 

1879    29th  Y  EAR— 1908 
Piibli«»hed  by  the  School  Printed  by  Indian  -Apprentices 


Officers  of  Administration  and  Instruction 


ADMINISTRATION 

Major  W.  A.  Merger.  11th  Cavalry,  U.  S.  A.,  Supt. 

J.  R.  WiSB,  Assistant  Superintendent, 

August  Kensler,  Quartermaster. 

S.  J.  NORi,  Clerk. 

A.  E.  SCHAAL,  Clerk. 

Ella  F.  White,  Assistant  Clerk. 

Will  H.  Miller,  financial  Clerk. 

Mrs.  Allah  E.  Saxon,  Matron. 

Mrs.  Nellie  R.  Denny,  Clerk. 

Mollie  V.  Gaither,  Girls'  Field  Agent. 

James  E.  Henderson,  Boys^  Field  Agent.  ■ 

FACULTY  AND  OFFICERS  t 

John  Whitwell,  Principal  Teacher.  i 

Hugh  W.  Taylor,  Teacher  Agriculture. 

Mariette  Wood,  Smior  Teacher. 

John  L.  Walters,  Teacher. 

Chas.  N.  Willard, 

Mart  A.  Yarnall,  " 

Hattie  M.  McDowell,  " 


Amelia  McMichael,  Teacher. 

Frances  R.  Scales. 

Mrs.  E.  H.  Foster, 

Lydia  E.  Kaup, 

Emma  K.  Hetrick,  " 

Lida  M.  Johnson, 

A.  Belle  Reichel,  " 

Dora  S.  Leoronk, 

Cora  B.  Hawk,  Normal  Teacher. 

Angel  DeCora,  Native  Indian  Art  Teacher. 

Bessie  B.  Beach,  Librarian. 

C.  M.  Stauffer,  Band  Leader. 

Karl  H.  Baker,  Printer. 

M.  L.  Lau,  Carriagemaker. 

Wm.  C.  Shambaugh,  Blacksmith. 

Chas.  H.  Carns,  Painter. 

Abe  Colonohaski,  Tinner. 

H.  Gardner,  Carpenter. 

John  A.  Herr,  Carpenter, 

Wm.  Nonnast,  Tailor. 


Officers  of  Administration  and  Instruction— Continued 


M.  I.  Zeiqlkr,  Harnessmaker. 

W.  S.  Dtsert,  Assistant  Harnessmaker  and  Cobbler. 

Harry  B,  Lamason,  Mason. 

Reinholt  H.  Hoffmann,  Florist. 

Ella  Albert,  Laundress. 

Mrs.  Ida  Boger,  Assistant  Laundress. 

Minerva  Shultz,     "  " 

Flora  McCartey,    "  " 

Mrs.  B.  Canfield,  Seamstress. 

Beckie  L.  Goodyear,  Asst.  Seamstress. 

Susan  Zeamer,  "  " 

Elizabeth  Searight,    "  " 

William  Stimpel,  Disciplinarian. 

Wallace  Denny,  Asst.  Disciplinarian. 

Louis  Felix, 

Harry  M.  Carter,  "  " 

Mrs.  Allie  B.  Carter,  Asst.  Matron. 

Jennie  L.  Gaither,  Matron. 

Mrs.  Estelle  M.  Armstrong,  Asst.  Matron. 

Elsa  a.  Matham,  Asst.  Matron. 


Alice  A.  Van  Deman,  Asst.  Matron^ 
Lizzie  James,  Cook. 
Marie  McCloud,  Asst.  Cook. 
Nekifer  Shouchuck,  Baker. 
Dr.  F.  Shoemaker,  Physician. 
Lucretia  T.  Ross,  Nurse. 
Olive  Webster,  Hospital  Cook. 
Harry  F.  Weber,  Engineer. 
George  L.  Gottwerth,  Fireinan. 
Marion  DeWalt,  " 
George  Foulk,  Teamster. 
Norman  H.  Justus,  Farmer. 
Mrs.  Mae  Justus,  Housekeeper. 
William  B.  Gray,  Asst.  Farmer. 
Norman  Egolf,  Dairyman. 
Mrs.  Elizabeth  Egolf,  Housekeeper. 

NON-OFFICIAL  POSITIONS 

Glenn  S.  Warner,  Athletic  Director  and  Coach, 
Alfred  M.  Venne,  Gymnasium  Instructor. 


INDIAN  EDUCATION 


THE  history  of  the  human  race  is  an  evolution  or  development.    The  Eastern  peoples  seemed 
to  have  reached  a  mature  state  first.    The  course  of  progress  as  well  as  of  Empire  was  West- 
ward.   When  Columbus  moved  by  the  desire  for  discovery,  wealth,  prestige  and  conquest, 
pushed  boldly  across  the  unknown  seas,  and  discovered  the  outlying  islands  of  the  New 
Continent,  he  discovered  what  seemed  to  him  far  more  valuable — a  race  of  copper-colored 
people.    Thinking  he  had  reached  the  east  coast  of  India  he  called  the  natives  Indians. 
Upon  his  return  to  Spain  having  given  his  glowing  account  of  the  tropical  fruits  and  rich  mines,  and 
delivered  his  ornaments  of  gold,  he  added  also,  "thousands  of  natives  ready  to  become  converts  to  Christi- 
anity." From  that  day  until  the  present,  attempts  more  or  less  wise  and  successful  have  been  made  to  edu- 
cate and  train  the  native  American  Indian  for  civilization  and  Christianity. 

>li8sion  Schools 

The  first  attempt  to  give  the  natives  the  benefit  of  the  higher  development  of  civilization  and 
Christianity  was  made  by  the  Jesuit  Fathers  of  the  Roman  Catholic  Church  in  the  North.  After  untold 
suffering,  privation  and  self  sacrifice,  they  succeeded  in  planting  the  seed  which  was  in  later  days  destined 
to  bear  fruit  for  the  Indian  race.    These  were  soon  followed  hy  other  zealots  of  the  several  denominations 


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of  Christianity  represented  in  the  colonizing  schemes  of  the  early  colonies.  Gradually  the  Mission  Schools 
were  increased,  until  there  were  hundreds  of  them  scattered  all  over  the  sections  inhabited  by  the  Indian 
tribes.  There  are  still  many  of  them  in  existence  doing  excellent  work  in  the  development  of  the  race.  But 
their  chief  aim  was  religious  training,  and  consequently  did  not  cover  the  entire  scope  necessary  to  the  high- 
est degree  of  efficiency. 

Day  Schools 

The  friends  of  the  native  Amf  rican,  for  it  is  only  of  his  friends  that  we  desire  to  speak,  then  sought 

to  place  him  upon  an  equality  with  their  own  children,  before  he  was  prepared  for  it.  The  plan  was  the 
establishment  of  schools  similar  to  our  public  schools,  and  sometimes  Indians  were  admitted  into  the  public 
schools. 

But  the  results  were  not  as  satisfactory  as  its  most  sanguine  advocates  had  anticipated.  The  Day 
Schools  never  furnished  the  opportunity  of  having  the  Indian  away  from  degrading  influences,  long 
enough.    They  were  not  equipped  for  practical  or  industrial  training,  then,  already  deemed  essential. 

Reservation  Schools 

Now  the  Boarding  School  on  the  Reservation  where  the  child  is  kept  for  a  time  somewhat  removed 
from  the  siirroundings  of  the  tribal  life  and  conditions  was  tried.  Here  in  addition  to  academic  training 
was  given  also  some  Industrial  work.  But  this  school  whilst  it  has  done  more  for  the  Indian  than  the  Mis- 
sion and  Day  School,  has  never  removed  him  far  enough  from  the  baneful  influence  of  the  life  of  ease  and 
luxury  of  the  Camp.  The  allurements  of  the  tribal  and  parental  influence  has  always  been  a  counteracting 
force  making  the  child  dissatisfied  and  preventing  him  from  doing  the  best  work. 


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Non-Reservatton  Schools 


T^o  remove  the  child  from  all  these  hindering  influences  and  tn  perfect  the  plan  of  practical  or  indu^^ 
trial  training  led  to  the  establishment  of  the  Non-Reservation  School.  Whilst  this  had  difficulties,  in  re- 
moving the  children  to  different  climatic  conditions,  far  from  home  and  parents,  involving  considerable  more 
expense  in  accomplishing  its  ends  and  maintaining  the  same,  it  has  thus  far  proved  to  be  the  most  efficient 
and  successful. 

We  here  have  traced  the  idea  and  not  the  chronological  order  of  Indian  Edueation.  For  in  point  of 
fact,  the  Non-Reservation  School  was  before  the  Day  and  Reservation  School  period. 

Carlisle's  Aim 

Such  a  Non- Reservation  School  is  Carlisle  Indian  Industrial  School,  which  in  fact  is  the  largest  and 
oldest  in  the  service  of  the  Government.  Carlisle  does  not  attack  any  other  method  of  Indian  Education,  but 
ohe  stands  ready  to  defend  and  prove  by  facts  her  own  position.  She  has  in  the  past,  and  does  at  present 
show  the  best  results  for  the  betterment  of  the  Indian's  condition. 

Her  aim  is 

Individualization. — The  child  is  taken  away  from  its  surroundings  in  camp,  the  influences  of 
which  are  immoral,  degrading,  slovenly,  dependent  and  consequently  tend  toward  helplessness.  Tribal 
tissociation  is  displaced  by  individual  segregation.  The  young  Indian  is  brought  into  contact  with  other 
Indians  of  superior  tribes  and  qualities,  and  realizes  that  it  is  now  a  matter  of  how  much  he  will  be  able 
to  do  for  himself.  He  is  put  into  open  competition  with  his  more  highly  favored  brother,  and  made  to  sink 
or  swim. 


19 


Development  by  Personal  Contact.— We  believe  tliat  the  best  influence  for  development  of 
character  is  association  with  such  as  have  reached  a  higher  dfegree  of  moral  development.  '  The  readiness 
with  which  the  Indian  children  imitate  the  conduct  and  ways  of  the  white  people,  with  whom  they  asso- 
ciate, and  learn  the  lessons  which  elevate  and  ennoble,  is  proof  of  the  sanity  of  our  position. 

To  further  this  idea,  and  to  bring  about  these  excellent  results  Carlisle  has  the  Outing  System 
which  is  simply  development  by  personal  contact.  For  this  purpose  we  have  yearly  as  high  as  800  of  the 
Indian  youth  under  the  influence  of  good,  moral,  economical,  painstaking  and  consecrated  white  people. 

Some  one  has  said,  "It  is  not  their  natures  that  need  changing  but  their  habit  of  thought."  This 
we  know  is  best  accomplished  by  the  inspiration  of  personal  contact  with  right  thinking  and  living.  By 
reason  of  this  system  the  Indian  youth  is  placed  in  close  contact  and  under  personal  supervision  of  the  highest 
type  of  Eastern  civilization.  Only  after  careful  investigation  as  to  the  character  and  fitness  of  the  person  ap- 
plying for  a  boy  or  girl,  are  they  assigned  to  them.  A  close  and  scrutinizing  espionage  is  maintained  over 
them  during  their  absence  from  the  school.  A  gentleman  who  is  the  Male  Outing  Agent,  visits  the  homes 
where  the  boys  are  during  the  outing  season.  A  lady  who  is  Female  Outing  Agent,  makes  personal  obser- 
vation among  the  girls.  Monthly  reports  must  be  made  to  the  school  by  the  patrons,  for  which  regular 
forms  are  supplied  by  the  school. 

This  system  will  be  described  more  in  detail  at  its  proper  place  in  this  Statement. 

Practical — Our  aim  is  to  train  the  hand  as  well  as  the  brain  and  the  heart,  consequently,  we 
have  our  Department  of  Industries.  This  covers  the  following  trades  and  industries: — Tailoring,  Printing, 
Wagon-making,  Blacksmithing,  Horse-shoeing,  Coach-painting  and  Trimming,  Painting,  Tin-smithing, 
Shoe-making,  Harness-making,  Carpentering,  Mill-working,  Plumbing,  Brick-laying,  Stone-masonry,  Plas- 
tering, Cement  work,  P^'arming,  Dairying,  Poultry-raising,  Horticulture,  Sewing,  Laundrying,  Baking, 


20 


Cooking,  and  Photography.  In  each  of  these  departments  the  students  after  five  years*  training  become 
proficient  and  self-confident,  which  coupled  with  the  practical  application  of  each  of  these  trades  and  indus- 
tries under  the  outing  system,  enables  them  to  go  into  practical  life  equipped  to  take  their  place  as  wage- 
earners  and  bread-winners,  or  to  maintain  themselves  in  life's  struggle. 

A  department  of  Indian  Art  and  Design  has  been  established  and  is  under  the  supervision  of  a 
native  Indian  artist  of  national  reputation,  Miss  Angel  Decora,  a  Winnebago  Indian.  Here  the  primitive 
Indian  Designs,  weaving,  basket  making  and  various  other  Indian  handicraft  are  taught. 

A  number  of  the  Indian  maidens  have  takon  courses  in  large  Eastern  hospitals  and  take  front  rank 
in  the  profession  of  nursing.  We  aim  to  give  a  better  opportunity  for  our  girls  to  become  trained  nurses, 
and,  anticipating  the  completion  of  our  new  Hospital,  a  class  of  nurses  is  already  organized. 

Gradually  we  have  been  enlarging  our  military  training  and  aim  to  prepare  our  young  men  for  ap- 
pointment to  the  non-commissioned  offices  in  the  Army. 

With  electrical  and  mechanical  engineering  demanding  so  many  young  men  to-day,  we  ought  to  have 
facilities  for  larger  military  and  engineering  training,  and  hope  to  soon  give  this  opportunity  to  the  most 
promising  and  ambitious  Indian  youth. 

What  we  already  have,  will  be  descrilied  in  detail  under  each  department  of  the  Industrial  training. 

History 

Carlisle  is  situated  in  the  heart  of  the  great  Pennsylvania  agricultural  belt,  nineteen  miles  from  Har- 
risburg  the  State  Capital,  and  one  hundred  and  twenty  miles  from  Philadelphia. 

This  was  a  frontier  military  post  in  the  early  history  of  the  Colonies.  Here  a  treaty  was  made  with 
the  Indian  tribes  of  Pennsylvania  by  Benjamin  Franklin  in  1753. 

During  the  Revolutionary  War  a  number  of  Hessian  prisoners  were  brought  here  after  the  battle  of 
Trenton  and  incarcerated  under  military  surveillance.  For  many  years  it  was  one  of  the  chief  Cavalry  posts 


21 


and  training  scliools  for  Indian  campaigning.  In  July  I8d3,  wken  tke  (Confederate  Army  Wag  marciiing  to-^ard 
Gettsysburg  the  town  was  shelled  by  Gen.  Fitzhugh  Lee  and  the  buildings  of  the  garrison,  save  the  old 
Guard  House  were  burned.  In  1865  they  were  rebuilt.  At  midnight  October  5,  1879,  a  party  of  82  Sioux 
boys  and  girls  were  brought  to  Carlisle  from  the  Rosebud  and  Pine  Ridge  Agencies,  South  Dakota,  by  Capt. 
R.  H.  Pratt,  and  thus  began  the  training  of  the  Indian  far  removed  from  home  life  and  ties.  Having  in 
charge  anumber  of  prisoners  of  war  from  the  Kiowa,  Comanche,  Cheyenne  and  Arapaho  tribes  at  Pt.  Marion, 
St.  Augustine,  Florida,  he  conceived  the  idea  of  giving  them  training  in  the  peaceful  pursuits  of  their  white 
neighbors. 

The  old  Army  Post  at  this  place  was  put  at  his  disposal  in  1879.  From  this  small  beginning  the 
work  grew  until  it  has  reached  its  present  proportions. 

In  July  1904,  Brig.  Gen.  R.  H.  Pratt  was  succeeded  by  Major  W.  A.  Mercer,  U.  S.  A. ,  of  the  11th  Cav- 
alry, who  was  detailed  for  this  duty  and  who  had  been  in  charge  of  five  of  the  large  agencies  with  about  six- 
teen years  experience  as  agent  on  the  Reservations  in  the  West  and  the  Northwest,  thus  coming  to  this  im- 
portant post,  fully  equipped  to  grapple  with  its  many  difficult  problems,  particularly  as  affects  their  home 
environment.    During  its  history  it  has  had  3,773  boys  and  2,238  girls  under  its  care,  a  total  of  6,011  pupils. 

Present  Equipment 

At  present  the  School  has  the  following  Buildings.  Teachers'  Quarters,  nine  Quarters  for  Employee? 
and  Superintendent,  Administration  Building,  Dining  Hall,  Laundry,  Photographic  Studio,  Girls'  Quarters, 
Large  Boys'  Quarters,  Small  Boys'  Quarters,  Gymnasium,  Academic  Building,  Guard  House,  Hospital, 
Stables,  Athletic  Cage,  Industrial  Building,  Commissary,  Fire  Engine  House,  Large  Athletic  Field,  and  two 


large  Bank  Barns  and  Brif^k  Farm  Houses.  The  Campus  covers  an  area  of  about  29  acres,  with  large 
trees,  and  a  fine  court  for  parade  grounds,  tennis  and  croquet  courts.  Two  farms  of  fine  limestone  land 
directly  adjoining  the  School  on  the  East  containing  about  270  acres. 

The  Printery  is  equipped  with  four  Job  Presses,  and  one  Babcock  Pony  Cylinder  Press,  all  run  by  elec- 
tric motors,  various  fonts  of  type  from  which  is  printed  the  official  weekly  The  Arrow  by  the  boj-s,  under 
the  supervision  of  competent  instructors,  also  a  paper  cutter,  card  cutter,  cabinets,  etc. 

The  Carpenter  department  is  equipped  with  scroll  saw,  planer,  turning  lathe,  circular  saw,  mortiser, 
tenoner,  moulder,  all  run  by  electric  motors. 

The  Power  Plant  is  equipped  with  four  Geary  water  tube  boilers  of  150  horse  power  each. 
The  Laundry  with  a  mangle,  two  Avashers,  two  starchers. 

The  Kitchen  has  three  covered  iron  tanks  and  two  <'opper  boilers,  where  cooking  is  done  linder  forty 
pounds  pressure:  also  four  large  steel  ranges. 

In  the  Basement  is  the  Bakery.  An  octagonal  oven  with  revolving  fioor  of  Ave  liarrels  of  flour  capacity 
a  dough  mixer,  and  cake  and  cracker  machine. 

There  are  represented  among  the  children  77  tribes  from  Florida  to  the  Dakotas,  from  New  York  to 
Arizona,  and  from  Washington  to  Alaska,  consequently  there  is  a  diversity  of  religious  interests.  Students 
are  encouraged  to  attend  and  unite  with  some  church,  if  they  are  not  already  members.  Proselyting  is 
strictly  prohibited.  No  change  of  church  relations  can  be  made  except  by  written  consent  of  the  parents  or 
guardians  to  the  Superintendent.    Attendance  upon  religious  services  is  compulsory. 


Children  who  are  Catholic  are  under  the  supervision  of  the  local  priest  and  an  assistant,  with  several 
sisters,  who  are  in  charge  of  St.  Katherine's  Parochial  School  with  the  local  parish.  Instructions  by  the 
sisters  are  given  on  Monday  evenings  to  the  large  boys,  Tuesday  evenings  to  the  small  boys,  and  Wednes- 
day evenings  to  all  the  girls.  On  Sundays  at  9:30  A.  M.  attendance  upon  Mass  in  the  local  church.  If  the 
weather  is  favorable  Mass  shall  be  said  at  the  School.  In  the  afternoon  3:30  Sodality  League  of  the  Bless- 
ed Virgin.    Sermon  and  benediction  for  all  at  7:00  P.  M.  at  the  School. 

The  Protestant  children  must  attend  morning  services  in  their  local  church  in  the  town;  also  Sun- 
day School  in  their  respective  churches,  by  the  boys,  the  girls  attending  Sunday  School  in  the  School 
Chapel,  taught  by  the  teachers  of  the  school. 

In  the  afternoon  at  3:30  in  the  School  Chapel  a  preaching  service  is  held  by  a  Protestant  clergyman, 
which  must  be  attended  by  all  who  are  not  Catholic,  unless  ill,  and  excused  by  School  Physician. 

At  7:00  P.M.  in  the  School  Chapel  there  is  a  Young  People's  Prayer  and  Praise  Service  conducted 
by  teachers  and  employees. 

On  Tuesday  evening  the  Y.  W.  C.  A.  holds  a  religious  service  in  the  Assembly  Room  of  the  Girls' 
Quarters.  On  Wednesday  the  Y.  M.  C.  A.  holds  its  service  of  Prayer,  Praise  and  Bible-study.  Both  of 
these  are  attended  voluntarily  but  never  want  for  interested  and  enthusiastic  worshippers. 

Thus  there  is  thrown  about  the  youth  the  proper  religious  environment  and  influence.  No  coercion 
but  gentle  suasion  and  kindly  leading,  are  the  religious  influences. 


INDUSTRIAL  TRAINING 


IN  the  discussion  of  this  department,  we  remind  you  of  the  fact  that  our  boys  and  girls  must  be  pro- 
ducers in  these  industries,  consequently  not  so  much  time  is  given  to  the  theoretical  and  to  the 
scientific  study  of  each  trade,  as  were  possible  if  they  would  not  be  compelled  to  put  so  much  time 
on  the  production  side.  Any  student  who  will  give  five  years  of  his  or  her  time  to  any  one  of  these 
industries  during  their  stay  here,  will  l)e  able  to  reach  a  condition  of  independent  living. 

Carpentry 

Mill  Work — In  it  the  boys  are  taught  the  different  branches  of  the  carpenter  trade,  as  well  as  the 
making  of  furniture,  mill  work  and  wood  work  in  general.  Evtrything  required  for  the  school  in  wood 
work  is  made  exclusively  in  our  shop.  We  furnish  all  the  mill  work  for  our  new  buildings,  all  the  hard 
wood  for  articles  such  as  libraries  and  cabinets,  chairs  and  tables  are  all  furnished  from  this  department 
and  by  the  labor  of  these  boys.  We  have  in  this  department  complicated  machines  for  the  manufacture  of 
high  grade  work  which  the  boys  are  required  to  become  familiar  with  during  their  term,  and  they  are  thus 
enabled  to  compete  on  equal  terms  with  outside  expert  mechanics.  Exercises  in  planing,  nailing,  boring, 
sawing,  gluing,  making  joints,  dovetailing,  turning  and  other  necessary  elements  in  cabinet  making  and 
carpentry. 


25. 


We  employ  in  this  department  an  average  of  about  fifty  boys,  ranefing  in  age  from  12  to  21  years. 
These  boys,  as  in  other  departments,  are  detailed  to  attend  school  one  half  the  day  and  work  in  the  shops 
the  other  half  day.  During  the  two  months  in  summer  the  boys  are  hired  out  among  the  farmers,  and  the 
force  in  the  department  is  cut  down  to  about  25.  The  school  term  being  five  years,  and  the  boys  being  de- 
tailed but  one  half  day  in  the  departments,  two  months  of  summer  being  spent  on  farms,  the  average  time 
each  boy  has  to  learn  his  trade  does  not  exceed  two  solid  years.  At  least  2.^  per  cent  of  these  boys,  not- 
withstanding the  limited  time  they  have  in  which  to  learn  their  trade,  go  out  from  the  school  expert  me- 
chanics, able  to  compete  as  carpenters  and  wood  workers  with  any  they  meet  outside,  and  a  young  man  from 
this  department,  very  recently  was  offered  and  accepted  a  position  in  the  Pennsylvania  Railroad  shops  at 
Altoona  at  a  salary  of  $1000  a  year. 

Construction — A  force  of  boys  ranging  from  12  to  21  years  of  age  are  under  the  direction  of  the 
Master  Carpenter.  There  are  manv  repairs  and  considerable  new  construction  going  on  all  the  time.  The 
boys  are  taken  like  any  apprentice  and  put  through  the  same  amount  of  work,  covering  two  years,  when 
they  become  efficient  workers.  Five  years  of  W  or  on  outside  construction  makes  them  competent  journey- 
men. They  can  plane,  lay  off  and  execute  regular  carpenter  work. — Running  lines,  setting  batters,  level- 
ing, squaring,  framing-sills,  studding,  joists,  rafters,  sheathing,  shingling,  weather-boarding,  setting  door 
and  window  frames,  hanging  sash,  blinds,  doors;  and  all  necessary  carpentry. 

In  the  carpenter  shop  are  12  double  benches,  each  side  having  a  vise  and  three  tool  drawers.  Each 
bench  is  supplied  with  the  usual  number  of  saws,  planes,  chisels,  bits,  braces,  etc. 

There  is  also  an  excellent  equipment  of  machines,  viz.  mortiser,  tenoner,  scroll  saw,  circular  saw  and 
borer,  planer,  moulder,  and  lathe.    The  machines  are  run  by  individual  motors.      ;  _ 


Instruction  is  given  in  care  of  fire,  kinds  of  fuel,  proper  heat,  care  and  use  of  blacksmith's  tools, 
drawing  out,  upsetting,  bending,  twisting,  punching,  cutting  off,  welding,  brazing,  tempering,  annealing, 
heading  and  threading  bolts,  riveting,  hack-sawing  and  tire-setting, — complete  carriage  and  wagon  smith- 
ing. Especial  attention  is  given  to  horse-shoeing. — Stripping  and  preparing  foot  to  receive  new  shoe,  nail- 
ing in  place  to  give  correct  lines  to  agiee  with  pastern  bone.  Making  special  shoes  to  overcome  defects  in 
feet,  corns,  contractions,  quarter-cracks,  etc.  Also  to  shoe  so  as  to  overcome  interfering,  stumbling, 
knee-knocking,  etc. 

This  shop  is  equipped  with  eleven  stationary  forges  and  three  large  drill  presses  and  vises.  Near  each 
forge  is  a  120-lb.  anvil  and  a  tool  bench.  Each  bench  is  supplied  with  the  usual  sledge  and  hand  hammers, 
swages,  tongs,  punches,  etc. 

Carriage  and  Wa^on  I^akin^ 

Instructions  in  the  use  of  tools  and  care  of  them  as  in  the  carpentry  department. 

Plaining,  squaring,  marking,  mortising,  tenoning  and  framing,  instructions  in  the  names  of  every 
part  of  the  buggy,  carriage,  surrey,  cabriolet,  or  wagon.  To  make  a  detailed  drawing  of  the  body  or  gear 
which  is  to  be  made;  then  the  young  man  begins  the  construction  of  the  body  or  gear,  taking  great  pride 
in  his  work  usually,  and  after  two  years  in  the  shop,  the  ordinary  boy  can  construct  a  body  from  the  rough 
plank,  equal  to  any  mechanic. 

The  several  iron  parts  are  also  explained  as  the  blacksmithing  department  is  closely  related  and  nearby. 


27 


tioaGb  Painting  and  Trimming 

iiistrnctions  in  filling,  priming,  glazing,  rubbing  out,  putting  in  color,  color  and  varnish,  rubbiii^ 
varnish,  striping,  ornamenting  and  finishing. 

Instructions  in  measuring  and  laying  out  cloth,  filling,  tufting,  sewing  and  covering  top  and  bows. 

This  shop  hasten  benches  each  having  a  coach-maker's  vise  and  the  necessary  number  of  saws,  planes, 
bhisels,  bits,  braces,  drawing  knives,  spoke  shaves,  etc. 

Painting 

House  Painting — Inside  and  outside,  graining,  natural  hard  wood  finish,  varnishing,  polishing  and 
enameling,  sizing  and  kalsomining. 

The  mixing  of  paints  and  bases  of  tints  and  colors  is  taught,  as  no  ready  mixed  paints  are  used. 
Theory  of  paints,  manufacture  and  adulteration.  All  the  buildinirs  on  the  grounds  are  painted  inside  and 
outside,  all  kalsomining  is  done  as  supplemental  practical  application  of  training  in  paint  shop. 

Sign  Painting— Instructions  in  laying  out.  cutting,  studying  styles  and  names  of  letters. 

Plumbing  and  Steam  fitting 

This  course  embraces  instruction  and  practice  in  all  lines  of  piping  and  connections  necessary  for  the 
heating  of  the  buildings,  about  10, 000, 000  cubic  feet,  connecting  up  engines,  boilers  and  dynamos.  Prac- 
tice in  care  of  boilers  and  steam  engines,  drawing  and  banking  fires,  regulating  water  supply  and  draught, 
steam  pressure,  blowing  flues,  and  everything  necessary  to  first  class  engineering  and  firing. 


28 


^his  includeB  all  sanitary  drainage,  the  care  of  85  closets,  75  bath-tubs,  20  stationaryvvash-stands,  Vf 
feinks,  19  laundry  tubs,  and  18  kitchen  tubs.  There  is  also  opportunity  to  study  some  machine  work.  All 
repairs  to  farming  implements,  Printing  Presses,  Laundry  Machinery,  Mowers  and  Sewing  Machines  are 
made  by  the  students  in  this  department. 

Tailoring 

The  work  in  this  department  consists  chiefly  in  making  uniforms  for  the  school,  working  clothes  for 
boys,  and  civilian  suits  for  the  graduates. 

The  course  is  divided  into  three  grades,  not  necessarily  years,  but  a  completion  of  each  grade  before 
the  pupil  is  advanced  to  another  grade,  as  follows:  — 

1st.  Practice  is  given  in  stitching,  in  order  to  accustom  him  to  the  use  of  the  needle  and  thread,  be- 
ginning with  the  running  stitch  and  backstitch,  this  is  followed  by  other  stitches  and  the  making  of  button- 
holes, and  this  in  turn  by  practice  on  the  sewing  machine.  After  he  can  do  this  fairly  well  he  is  given  work 
on  repairing  of  that  kind  which  does  not  require  a  great  amount  of  skill.  Hb  will  repair  his  own  clothes  as 
well  as  those  of  other  boys. 

2nd.  Having  become  more  proficient  in  the  use  of  the  needle  and  sewing  machine,  he  will  begin  to 
make  trousers.  At  all  times  stress  is  laid  on  having  him  work  carefully  rather  than  rapidly,  and  basting  is 
insisted  on,  as  good  work  cannot  be  done  Avithout  it.  Bv  actual  work  he  is  taught  the  cleaning  ®f  clothes, 
and  the  various  w.  .  s  of  removing  stains,  dirt,  dust,  etc.,  as  this  is  an  important  part  to  be  learned  in  the 
trade,  and  for  which  material  is  never  wanting.    Connected  with  this  work  is  pressing  and  repairing  of  an 


29 


order  requiring  more  skill.  To  encourage  him  at  this  stage  of  the  Work,  each  boy  is  allowed  now  and  then 
to  make  from  measure  a  pair  of  trousers  for  himself  alone.  Next  he  is  put  to  work  on  coats;  plain  uniforms 
first,  then  officers'  and  civilian's  clothes.  Careful  attention  is  given  to  making  vests,  making  welt,  patch  and 
faced  pockets.  Between  times  he  is  given  lessons  in  the  taking  of  measurements  and  drafting  patterns  for 
trousers  in  the  diiferent  styles. 

3rd.  After  he  has  shown  marked  improvement  and  proficiency  in  making  coats,  he  will  take  measure- 
ments and  draft  patterns  for  coat,  overcoat,  Prince  Albert  and. other  styles.  First  proportional  measures 
are  used,  actual  measurements  after  that.  He  is  taught  the  different  scales  and  measures  from  the  square. 
Special  instruction  is  given  the  boy  in  cutting  by  pattern,  how  to  lay  the  pattern  on  the  cloth  and  in  cutting 
trimmings  impressing  him  constantly  with  the  necessity  of  economy  of  materials.  Then  he  makes  up  the 
coats  he  cut,  for  the  try  on,  tries  them  on  himself,  drapes  them,  marks  the  needed  changes  and  so  gets  fa- 
miliar with  the  different  alterations.  The  drafting  is  kept  up  until  he  is  able  to  draft  without  further  in- 
struction. Much  practice  is  had  in  civilian  work  by  boys  buying  cloth  in  the  town  and  then  having  it  made 
up  in  the  tailor-shop.  From  time  to  time  talks  are  given  on  estimating  materials  and  costof  suits,  the  study 
of  fabrics,  the  purchase  of  goods  and  details  of  running  a  business  successfully  and  business  etiquette. 

The  boy  is  first  instructed  how  to  make  a  wax  end,  the  twisting,  waxing  and  number  of  stands  used 
in  making  it,  which  vary  according  to  the  weight  and  thickness  of  the  work  to  be  sewed.  The  awl  is  ex- 
plained; how  to  set  it  for  stabbing  holes  for  the  best  results.  Several  strips  of  leather  are  tacked  together 
and  the  boy  is  shown  how  to  sew.  This  is  kept  up  till  he  learns  to  draw  every  stitch  with  uniform  tension 
and  distance.  Then  he  is  prepared  to  stitch  different  parts  of  the  harness.  He  is  taught  the  names  of  the 
different  parts  as  he  sews  them  and  by  the  time  he  is  through  with  a  complete  set,  he  has  the  names  of  all 
the  different  parts  required  in  a  complete  set  of  harness. 


80 


2nd.  He  is  taught  how  to  blacken  the  edges,  wipe  them  smooth  with  a  cloth,  crease  them  with  a  tool 
called  a  creaser.  He  is  shown  how  to  select  the  right  size  creaser  that  is  suited  best  for  the  straps  he  is  about 
to  crease.    Different  width  straps  require  different  size  ereasers. 

3rd.  He  is  taught  how  to  skive  laps,  puneh  buckle  holes  in  the  different  straps  at  their  proper  places, 
how  to  select  and  prepare  loop  leather,  how  to  fit  up  and  tack  the  different  parts  together,  place  the  rings 
and  buckles  in  their  proper  places;  it  is  now  ready  for  sewing. 

41-h.  He  is  taught  how  to  cut  out  a  complete  S(-'t  of  iiarness,  the  ring  lengths  and  widths,  how  much 
to  allow  for  Ifips,  the  names  of  the  different  pai  ts  required  to  complete  a  full  set  of  harness.  He  is  also 
tanght  when  learning  to  cut  harness,  the  importance  of  ]-)raeticing  economy;  how  to  select  his  leather  best 
required  for  the  job  he  intends  to  build,  what  pnrt  of  the  side  from  which  to  get  the  leather,  best  adapted  for 
that  particular  part  of  the  harness  for  dnr.-!l>ility  niid  service.  When  the  haimess  are  all  sewed,  he  is  shown" 
how  to  di-essand  finish  the  work,  to  put  it  in  ;i  ninkretable  condition,  by  ridibing  the  sewing  smooth  with  a 
tool  called  a  slicker.  He  blackens  the  stit<-hes  with  edg<-  ink,  lets  it  get  two-thirds  dry,  then  wipes  it  Avith 
a  cloth,  sets  up  his  loops  and  creases  them  .-ind  finishes  his  harness  with  gum  ti-agicanth  which  he  applies 
with  a  sponge  and  rr.bs  it  with  his  hands  till  it  gets  glossy  and  j-niooth.  It  is  now  ready  to  be  buckled  to- 
gether for  use. 

5th.  The  boy  is  shown,  as  he  moves  along  at  his  trade,  howto  repair  and  care  for  harness,  the  im- 
portance of  keeping  them  clean  and  well  oiled  to  preserve  the  wearing  qualities. 

Work  benches  surround  the  shop  on  all  sides.  Thei'c  tsre  sixteen  seAving  horses,  besides  cutting,  fit- 
ting and  finishing  tables.  This  department  is  supplied  with  all  the  tools  essential  to  a  well-equipped  shop 
making  hand-made  harness . 


31 


In  this  Department  the  boys  is  taught  First—To  make  a  wax  end  and  twist  a  bristle— to  sew  straight 
seams;  then  the  use  of  tools  on  repair  work,  also  how  to  keep  them  in  order. 

Secondly,— -Cutting  and  fitting  uppers,  lasting,  stock-fitting,  second  lasting,  trimming,  heeling,  hand 
welt  repairing,  sewing  in  linings,  punching  and  putting  in  eyelets,  measuring  the  foot  and  fitting,  sand 
papering  and  finishing. 

Both  men's  and  ladies'  shoes  are  made.  All  our  work  is  done  by  hand  except  the  sewing  of  soles 
which  is  done  by  a  McKay  solesewer  run  by  foot  power. 

Much  repair  work  is  done  so  that  a  boy  after  three  years  in  the  shop  can  do  all  kind  of  work  by 
hand  connected  with  this  business. 

In  addition  to  cutting  and  finishing  tallies  and  colililing  benches,  this  shop  has  five  tallies  each 
equipped  with  four  jacks,  each  table  thus  accomodating  four  apprentices.  Besides  the  usual  equipment  of 
tools  there  are  the  following  machines:  1  McKay  Sole  Sewer,  1  Eyeleter,  1  Chanceller,  1  Rolling  Machine, 
1  Seiving  Machine  and  several  Sewing  Machines. 

PSasterm^,  f^asosiry.  Bricklaying  and  Gemeniin^ 

In  these  branches  of  our  industrial  training  especial  attention  is  given  to  the  practical  side,  in  actual 
(construction  work. 

Pi.A"^  TERixii  is  taui.>;ht  in  shop  and  also  in  pvactice.  Making  movtar,  putty,  the  use  of  of  hair,  lath- 
ing, plastering  walls  and  ceiling;  plastering  to  ground  and  to  finish;  and  sand  finish.  All  the  new  build- 
ings are  plastered  by  this  department  under  a  Master  Mechanic. 


32 


Bricklaying — Proper  use  of  ordinary  bricklayers'  tools,  making  mortar-beds  and  boards,  building 
scaffolding,  screening  sand,  slacking  lime,  use  of  coloring  material,  selecting  brick,  choice  of  lime  and  sands, 
spreading  of  mortar,  cleaning  brick,  laying  brick  pavement,  use  of  stretchers,  headers, laying  piers  and  setting 
window  and  door  frames,  trimming  joints  with  pointing  trowel  and  straight-edge,  laying  oft  building  arches, 
chimneys,  stacks,  cleaning  brick  with  acid. 

Masonry — Use  of  tools,  making  of  mortar,  dressing  up  stones,  laying  of  foundations,  pointing,  and 
all  practical  work  in  this  line.    Much  practice  in  actual  building. 

Cementing — The  laying  of  granolithic  or  cement  pavement  is  taught.  Excavations,  framework, 
grouting,  proportion  of  crushed  stone,  ccuent  and  sand,  screening  stones,  time  allowed  for  setting.  Mix- 
ing fine  grade  of  screened  stones,  cement  and  ^^and,  levelling,  marking,  top  coat  of  cement  and  sand, 
finishing,  building  curb,  removing  frame,  care  of  pavement  until  hardened.  Estimates  of  cost  per  square 
yard,  etc.    Also  the  molding  of  artificial  stone  or  cement  blocks  for  trimming  and  building  purposes. 

Tin  Shop 

The  work  in  this  department  consists  of  tin  and  sheet  metal  vessel  making  and  tin  roofing.  The  shop  is 
well  equipped  with  tools  and  machines,  among  which  are  folding  machines,  edging  machines,  forming  ma- 
chines, turning  machines,  setting-down  machines,  beading  machines,  toogs,  .seamers,  snips,  bench  shears, 
stakes,  etc. 

The  apprentice  is  taught  the  use  and  care  of  tools  and  machines.  How  to  make  small  articles  such 
as  cups,  soap  dishes,  napkin  rings,  dippers,  pans,  stove  pipes,  elbows,  putting  together  tin  for  roofs,  and 
the  making  of  large  vessels.  Ihey  are  likewise  taught  how  to  lay  flat  and  standing  seam  roofs  with  valleys, 
putting  up  gutters  and  conductor  pipes,  and  all  kinds  of  repairing. 


33 


the  ^pfntep^ 


With  a  purpose  to  occupj'  a  field  of  usefulness  which  is  untouched  by  most  of  the  other  schools,  and 
with  a  plant  that  is  in  itself  a  source  of  education  and  inspiration  to  a  student,  the  class  in  Printing  is  one 
of  the  features  of  the  Carlisle  Indian  iScLool.  The  purpose  of  this  industry  is  to  increase  the  artistic  and 
industrial  capacity  of  the  student,  thereby  adding  t  .  his  worth  to  himself  and  his  employer.  The  newspaper 
proprietor,  the  publishiug  and  commercial  printing  concerns  know  >..f  the  hindrances  whioh  stand  in  the 
way  of  the  youth  who  talies  up  the  printing  trade  as  an  apprentice.  In  lime  the  apprentice  comes  to  a  realiza- 
tion of  the  narrow  opportaniues  which  have  come  to  hioi  in  his  efforts  to  acquire  a  thorough,  general  know- 
ledge of  printing.  On  every  hand  in  newspaper  plants,  with  commercial  printing  attatehed,  where  many  or 
few  youths  may  be  employed,  and  who  in  too  uumy  instances  are  otriving  to  learn  the  intricacies  from  some 
One  who  is  an  incompetent  teacher. 

Going  into  the  larger  printing  establishments  of  the  cities,  one  finds  that  the  youths  who  are  learning 
the  trade  are  being  turned  into  specialists — job  printers,  machine  compositors,  and  pressmen.  In  recent 
years  there  has  come  a  wonderful  change  into  the  character  of  the  printing  trade.  It  has  developed  to  the 
point  where  it  is  nearer  a  profes:ion  that  any  orherkind  of  trade,  with  alliances  reaching  into  photography 
and  drawing.  In  color  printing  the  calling  is  taking  on  n«.w  valuer,  which  lift  it  into  the  place  of  art.  But 
opportunities  for  ambitious  young  printers  have  not  kept  p^ce  with  this  general  advancement.  The  class 
in  Printing  of  the  school  purposes  to  open  wide  the  door  co  such  students.  During  the  period  of  instruction, 
the  School  undertakes  to  polish  off  the  students,  and  make  higher  newspaper  and  book  compositors  of  them; 
make  them  adepts  in  setting  display  advertisements,  and  the  artistic  side  of  job  printing  is  extensively  dealt 
with. 

The  range  of  instruction  includes  book  and  job  composition,  stone  and  press  work,  feeding,  color 


34 


work,  display  advertising  and  a  general  run  of  commercial  job  work  such  as  is  found  in  all  printing  offices 
throughout  the  country.  Tlie  course  covers  four  years  and  is  only  op3a  to  the  students  of  the  advanced  grades. 
A  weekly  paper,  "The  Arrow,"  is  published  by  the  apprentices  and  all  the  printing  required  by  the  ia- 
stitution  is  executed  at  the  Printery,  thus  giving  the  students  practical  instruction  in  their  chosen  line. 

That  the  Indian  youth  make  good  priuters  is  mainfested  by  the  fact  that  many  of  our  graduates  are 
employed  in  Philadelphia,  Chicago,  and  other  cities,  and  are  giving  entire  satisfaction, 

The  Printery  is  equipped  with  four  modern  job  presses,  a  Babcoek  Cylinder  Press,  paper  citter,  and 
an  assortment  of  modern  job  type  sufficient  to  impart  iustruction  in  all  classes  of  printing. 

Photography 

In  the  well  equipped  photograph  gallei'y,  a  limited  number  of  students  are  taught  the  theory  and 
practice  of  this  art,  in  the  followin;^'  order: 

First  lessons  in  Printing.  The  use  of  the  different  kinds  of  paper.  Printing  out  developing  paper 
and  proper  mounting  for  different  sizes  of  photos. 

Secondly. — Developing  and  Toning.    Treatment  of  Printing  out  paper,  earing  for  plates,  use  of  dark 

room . 

Thirdly.  — Retouching. 

Fourthly. — Use  of  camera,  adjustment  of  screens  and  curtains.  Taking  of  portraits,  position  of 
subject,  pose,  etc.  Out-door  work,  focusing,  selection  of  object  and  perspective,  length  of  exposure,  etc. 
By  this  time  he  becomes  a  good  operator,  retoucher  and  all-round  photographer.  During  the  various  steps 
he  is  taught  the  component  parts  of  the  chemicals  used  in  developing. 

35 


The  Kitchen 


With  the  equipment  already  referred  to,  is  in  charge  of  a  head  cook,  with  an  assistant,  an  Indian 
boy. — Fonr  other  boys  work  in  the  kitchen  on  alternate  weeks.  All  the  food  for  the  large  Dining  K-oom  is 
prepared  in  the  Kitchen.    The  vegetables  are  all  prepared  by  tlie  girls  and  sent  to  the  Kitchen  for  cooking. 

In  the  Teachers'  Club,  the  large  girls  get  praciieal  training  in  cooking.  They  serve  one  or  three 
months  in  this  capacity.  An  opportunity  is  afforded  them  to  learn  all  sides  of  domestic  cooking,  and  caro 
of  family  table  and  dining  room. 

Bakery 

In  the  basement  of  the  kitchen  is  the  liakery,  the  head  baker  being  a  Cherokee  Indian  with  eight  In- 
dian assistants.    The  bakery  has  the  following  equipment  of  machines: 

1  16-ft.  rotary  bake  oven.  1  Triumph,  4.  bbl.  dough  mixer.  1  Queen  City  continuous  feed-wire- 
cut  cake  machine.  1  Day's  economy  round  post  cracker  machine.  1  No.  3  safety  dough  brake.  They 
bake  daily  875  loaves  of  bread,  once  a  week  about  750  rolls,  and  weekly  about  500  pies. 

The  Dining  Hall 

This  is  a  large,  well-lighted  and  ventilated  room  seating  about  1000  children.  There  is  a  matron  and 
an  assistant.  The  tables  are  arianged  to  accomodate  ten  pupils  each.  All  the  tables  are  kept  clean  and  in 
order  by  a  detail  of  girls  one  to  two  tables  for  a  month  at  a  time.  All  food  is  placed  upon  the  tables  by 
them  at  the  meal  hour.    Five  girls  serve  as  waitresses  during  the  meal.    Grace  is  said  or  sung  at  every  meal. 


36 


Agriculture 


Panning  is  taiaght  mostly  from  the  practical  side.  There  is  a  difference  in  farming  on  a  small'farm 
of  one  hundred  and  fifty  acres  in  the  hilly,  mountainous  regions  of  Eastern  Pennsylvania,  New  Jersey  and 
Delaware,  as  compared  to  the  section  ranches  of  the  broad  prairie  lands  of  the  West  and  Northwest.  But 
fundamentally  agriculture  is  the  same  the  world  over.  There  is  this  advantage,  however,  in  being  trained 
on  a  small  Eastern  farm,  the  thorough  manner  in  which  the  Eastern  farmer  studies  his  limited  acreage  and 
husbands  his  resources  to  get  the  best  results,  the  studious  manner  in  which  he  cultivates  every  foot  of  the 
small  farm  to  produce  large  results,  will  not  only  give  him  superiority  over  the  extravagances  and  oftimes 
wasteful  practice  of  his  Western  brother,  but  also  enables  him  to  get  greater  results  from  the  broad  acres  of 
the  large  prairie  ranches  of  that  fertile  region.  The  chief  difference  is  in  the  rotation  of  crops  consequent 
upon  the  difference  in  soil.  Economy  is  the  primary  law  of  farming  in  the  East.  On  the  nearly  300  acres 
of  farm  land  adjacent  to  the  school,  and  part  of  it,  as  well  as  among  the  hundreds  of  thrifty,  well-to-do  farm- 
ers of  the  East  through  the  Outing,  the  Indian  boys  who  take  up  this  line  of  work  become  agriculturists 
who  will  be  able  to  take  care  of  their  allotments  on  the  Reservations,  as  many  of  their  white  neighbors  can- 
not. 

This  instruction  in  farming  consists  of  care  of  farming  iinplements  and  machinery,  stock,  fences  and 
buildings.  A  study  of  various  soils  and  their  peculiar  requirements,  fertilizers,  comparative  values,  and 
uses.  Tilling  and  cultivating  of  soil,  seeding  and  planting,  rotation  of  crops,  so  as  to  preserve  the  (juality 
of  the  soil  and  produce  best  results. 

Cultivation  of  growing  crops  in  season.  Destruction  and  annihilation  of  weeds.  Drainage  and  re- 
clamation of  so-called  "waste  tracts,"  harvesting  and  thrashing,  housing  crops,  and  preparing  them  for  the 
market,  caring  for  feed  so  as  to  preserve  its  nutriment  longest,  and  better  fit  it  for  its  intended  purposes. 


37 


Time  for  marketing  crops,  because  of  shrinkage.  Best  methods  of  destroying  insects,  weevil,  scale  on  fruit 
trees,  etc.    In  short  how  to  make  an  acre  produce  the  largest  crop,  and  bring  the  most  money. 

With  this  practical  training  among  the  many  different  and  highly  successful  farmers  under  the  Out- 
ing, the  Indian  lad  is  prepared  to  take  up  his  own  farm  and  with  the  best  ideas  on  farming  bring  out  of  it 
results  which  are  amazing.  He  will  eventually  be  able  to  show  his  brother  in  the  West  how  to  hold  up  the 
standard  of  production  after  his  naturally  fertile  soil  will  have  gone  into  decay.  Eastern  thrift,  frugality, 
economy,  perseverance  and  hard  labor,  will  have  its  effect  upon  the  future  of  the  Indian  farmer  of  the  West. 

Lectures  on  agriculture,  dairying,  poultry  raising  and  stock  raising, are  given  in  the  class  rooms  in 
the  Academic  Depaitment,  by  a  graduate  Professor  in  Agriculture. 

Sewing 

The  work  in  the  sewing  department  is  divided  in  four  grades. 

First — Is  the  darning  class  for  the  small  girls  and  the  beginners.  Here  we  fiist  teach  them  the  use 
of  the  thimble,  and  needle,  which  thev  master  in  a  very  short  time,  and  then  they  are  taught  how  to  darn, 
as  all  the  darning  is  done  in  this  class  for  the  boy?..  When  the  darning  is  finished  for  the  week,  they  take 
up  plain  simple  sewing,  such  as  towels,  napkins,  table  clothes,  sheets,  pillowcases,  skirts,  and  iron  holders, 
basting  all  the  hems  first  and  stitching  them  on  the  machine.  The  small  girls  are  required  to  do  all  the  cut- 
ting for  this  class  and  complete  the  course  just  as  nearly  as  it  is  possible. 

Skcond — Instructions  in  all  kinds  of  repairing  of  clothing.  After  the  mending  is  done  for  the  week 
they  take  up  their  sewing  such  as  night-shirts,  drawers  for  boys,  and  check  aprons  and  gowns  for  the  girls 
which  must  be  made  in  large  quantities. 


38 


Third  Grade  which  we  term  is  the  plain  sewing  class,  flere  they  must  cut  and  make  about  3000 
shirts  for  the  boys  each  year,  and  gowns,  white  aprons,  curtains,  drawers,  and  all  the  more  advanced  plain 
sewing. 

Fourth  Grade — The  dressmaking  class,  where  we  teach  cutting,  fitting  and  the  making  of  the  school 
uniforms  and  work  dresses.  The  seniors  are  taught  drafting  and  the  making  oJ:  useful  patterns.  We  also 
teach  them  how  to  tuck  and  shir  thin  materials  and  fancy  waists  and  skirts.  When  they  have  completed  the 
course  they  are  capable  of  going  out  and  making  a  good  living  doing  plain  sewing  in  families  or  at  plain 
dress-making.  -  . 

The  Laundry 

During  the  winter  ten  thousand  pieces  are  washed,  ironed  and  delivered  to  the  various  Quarters  each 
week,  necessitating  a  girl's  learning  to  do  all  grades  of  work  when  she  is  first  detailed  here.  If  she  is  a  new 
girl,  without  experience  in  laundry  work,  she  is  put  in  charge  of  a  competent  Indian  girl  who  watches  her 
work  closely,  teaching  her  to  iron  carefully  seams,  gathers  and  many  parts  which  she  naturally  neglects. 
These  girls  are  very  patient  and  painstaking  and  at  the  close  of  a  week's  tuition  the  new  girl  develops  a 
pride  in  her  work  which  leads  with  practice  to  efficient  work.  Each  girl  does  a  certain  amount  of  washing 
which  is  supervised.  The  flannels  are  all  washed  by  hand  which  gives  the  girls  a  knowledge  of  handling  de- 
licate mattrials,  temperature  of  water  to  be  used  and  the  final  pressing.  A  special  detail  of  four  girls  each 
morning  and  afternoon,  spend  six  weeks  as  assistants  soi ting  and  counting  clothes,  making  starch,  starching 
collars,  sprinkling  and  folding  clothes,  some  in  this  detail  have  learned  the  washing  machines  and  been  able 
to  operate  the  washing  department  with  little  supervision.  Small  boys  also  play  an  active  part,  dusting  and 
oiling  machinery,  taking  care  of  the  fire,  folding  and  mangling  and  assisting  in  many  ways.    Some  are  very 


39 


careful  in  their  work  and  have  remarked  after  taking  up  a  trade  that  they  learned  to  work  in  the  laundry. 
All  the  children  are  urged  to  do  their  best  and  with  close  attention  to  their  work,  with  the  experience  gain- 
ed during  the  Outing  and  the  training  received  at  the  school  laundry  most  of  them  become  excellent  laun- 
dresses. 

Horticulture  and  Green  House  Work 

We  have  a  modern  equipment  in  the  greenhouses,  with  everything  necessary  to  successful  work.  In- 
structions are  given  in  the  different  methods  and  processes  of  flower  culture. 

Proper  kinds  of  soil  andsuitabie  fertilizers,  with  their  component  parts — time  and  manner  of  planting 
sowing  seeds,  cultivating  and  keeping  favorable  conditions  for  plant  growth. 

Hybridizing  as  a  means  of  improving  and  producing  new  varieties — selection,  planting  and  cultivat- 
ing shrubbery;  budding,  grafting,  propogating  and  pruning  trees  for  lawn  or  orchard; 

To  instruction  will  be  added  the  opportunity  for  practical  application  of  this  knowledge,  by  actual 
experience  on  the  large  campus  and  orchards  of  the  farms. 

Instruction  and  practice  in  decorating  and  beautifying  grounds  with  a  view  to  arousing  aesthetic 
tastes  and  ambition  to  improve  and  beautify  surroundings  of  his  own  home. 

Trucking  and  gardening  is  under  the  supervision  of  this  department  and  abundant  opportunity  af- 
orded  to  learn  invaluable  lessons  in  gardening. 

Poultry  Raising  and  Dairying 

Instructions  in  setting  hens,  and  also  in  hatching  with  incubators. 


40 


SeleetLonof  eggs,  Time  foL-  hatcMng,  Temperature  of  incubators,  Cleanliness,  Kind  of  feed  best  ad- 
apted CO  chicks  and  best  for  old  hens,  Care  of  eggs,  Treatment  of  diseases  common  to  poultry.  Roup.  Rip. 
Canker,  etc.    At  present  the  flock  numbers  about  2,000. 

This  department  has  fuur  large  poultry  houses,  a  large  br^^oder  house  and  four  incubators  having  an 
average  capacity  of  about  loO  eggs  each. 

Dairying 

Milking,  Separating  cream  by  hand  separator.  Churning.  Care  of  milk,  cream  and  butter. 

Care  of  herd.  Feeding,  Cleaning  bedding.  Treatment  of  common  diseases  among  milch  cows  Time 
for  weaning  and  care  of  calves  and  heifers,  Selections  of  feed  and  its  preparation  to  produce  best  results 
A  herd  of  about  50  cows  are  used  on  the  farm  for  production  and  practical  training. 

The  Dairy  has  a  Sharpies'  Tubular  Separator  and  a  large  churn  which  are  run  by  a  gasoline  eno-iue 
The  engine  is  used,  also  to  run  a  pump  which  supplies  water  to  the  farm  house,  barn,  milk  house,  ete^ 

Supply  Department 

The  personnelle  of  it  consists  of  one  Quartermaster,  with  pupils  to  assist. 

It  provides  everything: — clothing,  provisons,  feed  for  animals,  material  for  farms  and  shops 

All  supplies  are  estimated  for.  on  annual  estimate  for  1000  pupils  and  «.3  employees,  and  1-30  head 
of  stock. 


41 


I'ro vision -5  are  mostly  bought  by  contract  at  C^arlisle  in  fall  season  in  order  to  make  selection  from 
new  crop.  The  table  of  pupils  is  supplied  with  great  variety  of  food;  i.  e.  Bacon,  Beef,  Veal,  Pork  and 
Codfish,  Eggs,  Butter,  Milk,  Beans,  Rice,  Hominy,  Oatmeal,  Barley,  Flour,  Corn  meal.  Potatoes,  Onions, 
Coffee,  Tea,  Cocoa,  Sugar,  Syrup,  Vinegar,  etc.  In  winter  Canned  Corn,  Peas  and  Tomatoes,  in  summer 
Lettuce,  Peas,  Cabbage,  Radishes,  Spinach,  Celery,  Pumpkins,  Rudabagas,  Asparagus,  Cucumbers,  To^ 
matoes.  Sweet  corn,  etc.,  Fjuit,  A{ples,  Strawberries;  in  addition  to  above.  Raisins,  Currants,  Apples  green. 
Apples  dried.  Peaches  dried.  Prunes  dried,  are  purchased  by  contract  in  November  each  year. 

The  Bakery  employs  one  baker  and  eight  assistants,- — all  Indians.  Tliey  have  fine  machinery  to 
furnish  wholesome  clean  bread,  a  rotary  bake  oven,  a  dough^mixer,  a  cake  and  a  cracker  machine.  We 
on  an  average  bake  J-  barrels  of  flour  daily.  Usually  bake  during  week  in  addition  to  bread  320  pies,  1500 
rolls,  1.1  pans  cake,  15  pans  corn  bread. 

Ottr  Kitchen  employs  two  cooks  with  eight  boys  as  assistants. 

OVR  DiNiN(}  Roo.Ai  is  presided  over  by  two  Matrons  who  also  instrU(;t  g'irls  preparing  vegetables  foi' 
kitchen,  washing  dishes,  etc.    Oar  dining-room  seats  1000  pupils. 

Health  Depdrtment 

It  is  with  a  good  deal  of  pride  that  we  point  to  the  health  conditions  at  Carlisle.    The  School  is  beauti 
fully  located  in  one  of  the  most  fertile  and  healthful  valleys  in  southern  Pennsylvania,  surrounded  by" 
picturesque  mountains  and  streams.    The  climate  is  temperate,  with  neither  excessively  hot  summers  not 
very  cold  winters.  ■  ,       ^  ^ 


The  building's  are  for  the  nio>t  part  old  but  fommo. Ik )us,  and  well  kept,  and  i-eadily  vciitil;ited.  Tht-y 
are  lighted  by  electricity  and  heated  by  steam  heat  from  a  central  plant.  The  school  is  supplied  with  an 
excellent  sewerage  system  and  the  grounds,  which  ai-e  beautifully  laid  out  in  walks  and  cai  i  iage  di  ives.  are 
kept  scrupulously  clean  at  all  times. 

The  hospital  maintained  at  the  school  has  a  capacity  of  lifty  patients  and  is  fairly  well  eqnippi  d. 
The  second  story  of  the  building  is  devoted  to  the  use  of  the  male  patients  while  the  girls  occupy  the  lower 
floor.    It  has  its  own  kitchen  and  can  furnish  any  special  sick  diet  that  may  be  prescribed. 

The  amount  of  sickupss  here  is  not  excessive  which  is  due.  no  doubt,  to  the  good  sanitary  eonditions 
of  the  school  generally  as  well  as  to  the  fact  that  the  students  in  attendance  are  provided  with  a  generous 
and  wholesome  diet  of  meats,  vegetables,  milk,  cereals  and  fruits,  are  well  clothed,  and  have  excellent  bath- 
ing facilities.  The  athletic  sports  which  include  baseball,  football,  tennis  and  basketball  are  indulged  in  liy 
a  large  number  of  the  boys  and  are  conducive,  in  no  snuiU  measure,  to  the  general  good  health  and  well  be- 
ing of  our  students. 

With  the  exception  of  tuberculosis  there  are  comparatively  few  cases  of  sickness  here  of  a  serious  na- 
ture. Although  tuberculosis  is  one  of  the  most  widely  distributed  of  all  diseases,  yet,  considering  the  large 
number  of  pupils  attending  the  school  from  all  over  the  country,  and  the  natural  predisposition  of  the  raee 
to  it,  the  number  of  cases  of  this  disease  is  not  large.  At  present  there  are  no  cases  of  tuberculosis  under 
treatment  at  the  school. 

The  climate  of  this  section  of  the  country  is  not  particularly  unfavorable  for  the  outcome  of  cases  of 
consumption  as  this  disease  is  now  known  to  be  successfully  treated  in  crowded  tenement  districts  of  Bos- 
ton, New  York,  Philadelphia  and  other  large  cities  of  the  east. 


48 


A  new  featiire  recently  iiitrodaced  here  is  a  eourse  of  instruetio'n  in  nui'smg  whu'h  is  being  givTfl  at 
tlie  liospitai  to  a  limited  elass  of  girls  showing  an  unusual  adaptability  to  the  work. 

The  dental  work  reifuired  by  the  students  is  now  also  being  done  at  the  school  hospital.  Arrange'' 
ii]t,'t)ts  luve  bven  uit.«le  with  two  dentists  of  (  'urHsle  by  whieh  each  inaki's  ivgnlar  vreckly  visits  to  the  (^ehoolj 


/ 


\/V\. 


44 


The  rooms  of  the  first  three  gi-ades  are  grouped  into  two  divisions.  The  brighter  and  more  evenly 
'developed  pupils  constitute  one  division.  If  teachei's  can  do  more  effective  work  by  dividing  these  classes 
into  two  groups  and  alternating  some  of  the  recitations  for  each  session  they  do  so;  but  ordinarilly  it  is 
found  best  to  have  half  of  each  grade  composed  of  the  brighter  pupils,  and  the  rest  of  the  grade  classified 
So  that  the  lower  and  less-gifted  pupils  be  grouped  by  themselves,  in  the  more  difftcult  subjects,  thus 
hiaking  Hllowanee  for  individual  difference?  and  peculiatities. 

In  grjups  of  this  kind  subjects  are  fewer  and  advancement  more  gradual. 

By  careful  co-ordiilation  aud  correlation  of  subjects  fouf  or  five  recitations,  according  to  their  nature 
land  the  method  of  classifying,  is  the  maximum  number  planned  for  at  one  session. 

Pupils  are  advanced  to  higher  groups  or  grades  as  soon  as  their  -^ork  indicates  sufficient  mental 
P')W3r  to  do  the  work  required  in  sui?h  group?  or  grad_\-;.    Promotions  are  made  every  month. 

A  system  of  j;fading  which  includes  both  th?  daily  recitation  j.s  well  as  monthly  and  term  examina- 
tions is  now  in  vogue. 

The  individual  and  his  special  needs  ate  the  constant  consideration  of  the  teacher. 

Pupils  attend  school  one  half  day  of  three  hoilrs  and  work  in  the  industrial  department  the  other  half 
tiay.  The  school  is  divided  into  sections.  The  first  of  every  month  the  divisions  change  their  school  period 
thus  giving  every  ^upil  an  equal  chance  to  get  the  advantage  of  morning  sche©!. 


General  Sii^^tslioiis 


Not  "higher"  eclui-ation  hut  "hettev"  education  is  our  aim.  Ac  the  satue  tiine  pupils  who  show  spec- 
ial litness  aud  are  willing  to  make  sacrifices  on  their  own  accoant  in  order  to  take  up  something  higher  than 
our  corirse  calls  for,  are  not  only  encouraged  but  a  way  is  always  provided  for  them  to  do  so.  Through  the 
co-operation  of  Dickinson  College,  the  Carlisle  Business  College,  the  Scranton  Correspondence  School  and 
similar  institutions,  any  student  who  has  shown  special  fitness  can  take  up  and  complete  any  course  offered 
))y  any  one  of  these  institutions.  In  fact  we  have  a  number  of  students  who  are  now  making  a  success 
along  these  lines,  largely  by  their  own  efforts  but  still  under  the  guiding  hand  of  the  School.  In  a  word 
th(^  advantages  and  opportunities  offered  by  the  Carlisle  Indian  School  cannot  be  surpassed,  and  every-thing 
considered,  are  probably  not  equalled  by  an\  other  school  in  the  Indian  Service. 

PRoGRA.ArME 

Teachers,  in  arraagiug  their  programmes,  provide  for  three  primary  subjects  to  be  recited  upon  three 
or  four  times  per  week.  The  remaining  subjects  as  seondary  are  recited  upon  three  or  less  times  per  week. 
A  plan  or  programme  of  the  day's  work  is  sent  to  the  Principal's  office  each  morning.  The  month's  work 
is  planned  in  advan(^e  for  his  approval. 

Morals  and  Manners 

Teachers  mint  do  earnest  personal  work.  "Soul  to  soul  contact  is  the  only  work  that  tells."  No 
rude  or  uaeouth  things  are  allowed  to  pass.  Life-living,  not  lecturing,  tells  most  in  character  unfolding. 
Everything  that  tends  toward  correct  habit  formation  is  carefully  considered.  This  means  patient,  per- 
sistent effort,  constant  vigilance. 


46 


ELOcrTiox'ARY  Work  and  LitfIrakV  Societiks 

Pupils  I'eeeive  training  in  rhetorical  work  from  week  to  week  in  their  respective  rooms,  and  once  per 
month  a  publi^i  exhibition  is  given  in  the  chapel,  at  which  time  the  rooms  alternate  in  furnishing  one  exer- 
tnse.    Teachers  give  helpful  attention  to  the  pnpils  work  done  in  their  literary  societies. 

There  are  four  literary  societies,  two  among  the  boys  and  two  for  the  girls.  Meetings  are  held  every 
iTriday  evening.  Employees  in  details  of  two  take  turns  in  visiting  the  societies  and  report  their  obser- 
vations and  criticisms  to  the  Principal.  The  students  manage  the  meeting  themselves  and  derive  great 
benefit  from  them. 

Evening  Pro<4raj1 

Order  No.  30  Dated  September  26,  gives  a  good  idea  as  to  what  is  being  accomplished  along  tliis  line, 

OFFICE  OF  THE  SUPERINTENDENT. 

IxiiiAx  Industrial  School, 

Pa.,  Sfph'tnlKT  2r,,  1907. 

ORDER  f 
NO.  8(1  \ 

To  afford  all  pupils  the  opportunity  for  volunteer  study,  reading,  or  other  useful  occnpaiiou  in  their  own  rooun. 
Which  now  takes  the  place  of  forced  study  in  the  class  rooms,  it  is  necessary  tliat  the  time  set  apart  for  this  purpjse  be 
known  as  the  "Quiet  Hour,"  at  least  as  far  as  Quarters  are  concerned. 

All  pupils  therefore  who  are  not  engaged  in  regular  gymnasiurn  work  or  who  are  not  assigned  to  Library  Work 
are  to  repair  to  their  rooms  at  7:00  P.  M.  on  Monday,  Tuesday,  Wednesday,  and  Thursday  of  each  week,  and  s|iend 
tlie  hour  in  Volunteer  study,  sewing,  or  otiier  useful  quiet  occupation. 

The  bell  will  ring  at  the  beginning  and  close  of  this  hour. 

Teachers  especially  will  see  that  the  pupil  is  a:iven  the  opportunity  to  accomplish  t-onifthing  by  liis  own  efforts  — 
i)roblenis  to  work?  a  good  book  to  read;  class  work  or  industrial  work  of  any  kind  that  can  be  done  quietly. 


Tlie  smallest  boys  and  girls  can  be  assembled  in  tbeir  respective  assembly  rooms  with  a  teacher  or  other  em- 
ployee in  charge.  Short  stories,  especially  those  containing  a  good  moral  lesson  which  can  be  applied  to  every  day  life; 
short  talks  on  manners,  etc.,  suitable  to  boys  and  girls  of  this  age,  as  well  as  games  and  other  amusements  are  ail 
appropiiate 

To  give  every  boy  and  girl  a  chance  to  spend  at  least  one  quiet  hour  each  week  in  the  library,  special  schedules 
will  be  prepared. 

The  Library  Hour  can  be  used  for  study,  exchange  of  books,  miscellaneous  reading,  as  the  pupils  see  fit. 
Teachers  will  assise  in  this  work. 

The  Principal  Teacher  will  report  from  time  to  time  to  the  Superintendent  as  to  the  efficacy  of  this  system,  and 
it  is  hoped  that  matrons,  disciplinarians,  teachers,  and  other  employees  will  do  all  in  their  power  to  thus  bad  the  pupil 
into  habits  of  self  improvement.  W.  A.  MERCER,  Major  11th  Cavalry,  Superintendent. 

Regular  details  of  teachers  are  doing  affeetual  work  in  carrying  out  this  order. 

Industrial  Talks 

A  schedule  like  the  following  is  made  for  each  month:  — 


Blacksmith  shop 

Gardening  including  g  een  house 

Carpentei-.  sliop 

Paint 

Farm  including  ])<>ulti,\  and  dairy  dei)artnienls 

Wagon  making  department 

Harness 

Shoe  Shop 

Tin  Shop 

ThnP.inlery 

T.iilor  bhop 

Eugineeving  department 

48 


Koom  No.  7 
Normal 
"      No.  I 


-f 


The  instnietor  of  each  industrial  departmeut  assists  in  givinp:  genei'al  information  as  to  the  work  of 
his  department. 

The  pupils  are  provided  with  note  hooks  and  under  the  KMiidnm'c  of  Imth  fi:-;\  t^incHnd  indnstrial  fcicli- 
er  make nott  s  of  their  otiservations.  These  nor.cs  are  afterwards  used  for  coinposii  ion  work  in  the  class  loom 
and  whenever  possible  are  substituted  for  recitatiotis,  .t",.,  on  the  niDntlily  eni-,ei't:diiinenr,  pr  )STain. 

As  nearly  all  of  our  teachers  of  industries  live  off  the  grounds,  tlie  plan  of  havinij  these  tea<diers  give 
talks  to  the  pupils  in  this  way  in  the  different  shops  meets  in  a  more  praetical  way  the  need  of  chapel  trdks  (ni 
these  same  subjects.    The  shop  itself,  as  might  be  expected,  is  a  wonderful  help  to  the  tnlk. 

The  plan  so  far  has  proved  of  much  benefit  in  the  way  of  combining  industrial  with  academic  work. 

Chapel  Exercises 

Monday  A.  M.  and  Thursday  P.  M.  respectively  the  morning  and  afternoon  pupils  meet  in  the  Audi- 
torium for  chapel  exercises. 

An  opportunity  is  thus  afforded  to  bring  before  the  school  matters  of  special  interest  to  all. 
■  -  Teachers'  Meeting 

The  teachers  have  a  regular  teachers'  meeting  one  hour  a  week.  Methods  of  teaching  and  class 
management  are  discussed  for  half  an  hour.  The  other  half  hour  is  usually  devoted  to  the  reading  and  dis- 
cussion of  some  book  on  pedagogy  or  articles  in  magazines  that  are  especially  helpful  to  our  work. 

The  teachers  are  also  required  to  spend  a  half  hour  each  week  in  a  shop  and  so  familiarize  them- 
selves with  the  work  that  they  can  make  their  teaching  more  practical. 


49 


Ovli  NoKMAL  TkaJNJMC^  DEPARTMENT 


This  yt'iu'  about  cii^hty  small  boys  and  girls  ranging  in  age  from  seven  to  fouiteen  are  cared  foi-  all' 
day  in  the  normal  rooms.  They  are  divided  into  six  classes.  The  highest  class  is  just  beginning  fourth 
grade  work. 

The  pupil  teachers  are  taken  chietly  from  the  junior  and  senior  classes.  The  senior  girls  come  one 
half  day  and  the  juniors  the  other  half  day.  Each  pupil  teacher  takes  a  class  for  two  months— one  month 
for  the  morning  work  and  the  next  the  afternoon.  They  have  certain  subjects  for  which  they  are  responsi^ 
ble  and  which  they  must  teach  step  by  step,  day  after  day. 

The  Normal  Department  consists  of  one  large  room  where  the  pupils  study  and  have  their  general 
exercises  and  six  small  rooms.  Five  of  these  are  recitation  rooms,  the  other  one  is  fitted  up  as  a 
study  room  for  the  teachers.  Here  outlines  and  references  to  books  and  magazines  which  the  teachers  use 
in  preparing  their  work,  are  placed  on  the  Board. 

The  hours  are  long  for  little  children  and  in  order  to  relieve  them  from  too  great  mental  and  nervous 
strain  we  set  aside  a  period  every  afternoon  for  some  hand  training. 

They  sew  and  weave  and  do  a  great  deal  of  raflia  and  reed  work  and  their  little  faces  show  the  plea-' 
sure  they  take  in  this  recreation  work.  In  the  spring  and  fall  the  pupils  are  given  a  recess.  In  the  wintef 
months  they  learn  songs  and  play  games  and  listen  to  stories,  all  of  which  is  a  part  of  the  tl-aining  of  the 
pupil  teachers. 

The  object  in  establishing  and  maintaining  this  department  at  Carlisle  is  to  furnish  temporary  sub- 
siitutes  in  the  tower  g.ades  of  our  own  school  and  to  give  the  girls  such  training  as  will  enable  them  to  be 
nioi-e  intelligent  mothers  or  to  take  positions  as  assistants  in  other  places  where  they  will  have  charge  of 
eiiihlren. 


The  requirements  for  entrance  into  the  normal  room  are  a  good  moral  character,  a  general  knowledge 
of  housework  and  a  full  share  of  time  spent  in  the  various  girls'  industrial  departments  of  our  school.  The 
matron  and  heads  of  these  departments  are  always  consulted  before  a  girl  is  admitted  as  a  pupil  teacher. 

To  guard  against  pupils  spending  time  in  this  department  who  are  not  especially  adapted  to  the  work, 
the  number  of  pupil  teachers  is  limited  to  three  in  the  morning  and  three  in  the  afternijon. 

At  present  the  majority  are  Alaskans  who  will  not  have  to  pass  a  Civil  Service  Examination  in  order 
to  obtain  a  position  among  their  own  people  and  who  seem  to  be  especially  fitted  for  the  work. 

The  interest  of  the  individual  and  the  school  in  general  rather  than  the  success  of  any  department  at 
the  expense  of  all  others  is  the  ideal  for  which  Carlisle  is  striving  in  this  as  well  as  in  all  other  departments. 

Religious  Calendar 


9:00  A.  M. 
3:15  P.  M. 


;:00  P.  M. 


6:00  P.  M. 


CATHOLIC 

Sunday 
Mass  in  town. 

Benediction  in  Y.  M.  C.  A.  hall. 

Monday 

Instruction  for  large  boys  in  Y.  M.  C.  A. 
hall. 
Tuesday 

Instruction  for  small  boys  in  Small  Boys' 
Quarters 
Wednesday 
Instruction  for  girls  in  Y.  M.  C.  A.  hall. 


PROTESTANT 

Sunday 

9:00  A.  M.    Sunday  School  at  the  different  churches  in 

town  (f  >r  boys  only) . 
11:00  A.M.    Services  at  the  different  churches  in  town. 

UNDENOMINATIONAL 

Sunday 

9:00  A.  M.    Sunday  School  in  the  Auditorium. 

3:15  A.  M.    Chapel  Service  in  the  Auditorium. 

7:00  P.  M.    Y.  M.  C.  A.  meeting  in  Y.  M.  C.  A.  hall. 

7:00  P.  M.    Y.  W.  C.  A.  meeting  in  Girls'  Quarters. 

Note: — Attendance  at  the  9:00  A.  M.  and  the  3:00  P. 
M.  services  on  Sunday  is  compulsory,  pupils  as  a  rule 
selecting  the  service  or  church  of  their  own  or  their 
parents'  religion. 


Synopsis  of  llie  Gonrse  of  Siudy 


FIRST  GRADE 


SECOND  GRADE 


Rpadiiif,'  (vvoi 
<-li.-iit,l>l;icklj 
lessens) 

Spelling 

PenniKiisliip 
Exercises  dm 
Iilfinic  book: 


Languaob 

Oral 

Oonvers:aii)n 
Senteni-e 
Phonies 
Artienliition 
Rejuliiic    (easy  first 
readers ) 


ilaekboaril  and 

HisroKv 
rimitive  Peoples 


r  xereisps  (l)oard  and  blanlf  book) 
SpellinK  (oral  and  written) 
Dictation 


re  SLudv 
I'lant  Life 
Animal  Life 
Care  of  body 

(See  "Outline  of  Course  in 


Form  Studv 

(By  folding,  dri 
Problems  upon 

Area,   bulk,  ti 
value,  etc. 
Number 

FJementary  oipf 

yond  (See'  Sng. 


ANIi  NUllBER 

i  Form  Study 
"K'I       (By  folding.  drM 


NurnlK 
Elenie' 
Pr.-icti. 


THIRD  GRADE 


Language 

Oral 

(Conversation 
Reproduction 
Memory  Gems 
Phonics 

Meaning  and  use  of  words 
Roailing,  Second  reader  and  Sup- 
Ijlemeutary  work 
Written 

■kboard 


FOURTH  GRADE 


Language 

Oral 

Conversation 

Recitation 

Oral  Reproduction 

Memory  Gems 

Third  Reader 

Spelling 

Language  Lessons  base 

Written 

Copy-book 

Comxiosition,  dictation 


HiJSToiiy  AND  Literature 

Inventors 
ians  in  connection  with  geography 
!iys  and  current  events 

ng  to  civics 

ons  and  ndaptMtions  from  masterpie 


,  of  literature 


Nature  Study 

Plant  Life  Animal  life 

Care  of  Body 

Forms  of  land  and  •water 

(See  "Outline  of  Course  in  Agriculture— 1007 


Form  and  Number 


Form  Study 

Folding,  drawing  and  making 
Sloyd  and  shop  work 
Numbers   Notation  to  10,000 
Operations 

Reviewing  Multiplication.  Short 
Division.  Simple  fractional 
expressions.  Statements 
(See  "Suggestions  and  Practical 
Questions  for  the  Different 
Grades  1907') 


Form  Study 

Drawing  and  making 
Simple  geometric 

Review  long  division 
Partition 

Statements  and  Proofs 


Synopsis  of  the  Course  o?  Study 


'LOXTINUED 


FIFTH  GRADE 


SIXTH  GRADE 


i_:oiiii)Osit,i(iii  on  iiiaiiKtvies 
HoiiiK  mill  School  Life. 

HiSTORV  AND  LlTEIiATl'liU 

History 


tion 


v.iral  Study  bf  Institutions 
Literature 

Literatxire  and  reading 
Science 
Nature  Stndy  aud  Agriculture 

Plant  life 

Aniimal  life 

Hygiene 

Geography 

(See"<)ntline  of  Course  in 
cultxire-1907  ) 

Form  AND  NCMBER 
Forni  Study 

r*rawing  and  making;  simr 
metric  problems 
Number 
Begii 


Mp 


Oral 

Recitation 
Reproduction 

Reading, Fourtli  reader  and  Supple- 
mentary 
Use  of  Library 
Laneuage  Lessons 
\Vr  tten 

Writt.-n  Reeiiation 
Dictation 

History  and  Literature 
Colonial  Growth  ami  Independence 
Civics 

Duties  of  the  American  Citizen 
Literature 

Study   of  Masterpieces, 
Memory  gems,  etc. 

Science 
Nature  Study  and  Agriculture 
Physiology  and  Hygiene 
Geography     and    Phenomena  of 
Nature  j 
Form  and  Number  h 
Form  Study  | 
Drawing  and  mal<ing;  simple  geo-  1 
metric  problems  in  connection 
with  numbers  h 
Weasuvemeiits  |i 
Carprtinglloors,  building  etc.  ' 


Depaktjiental  W(  »RK 

Regular  o'i'ude  wurk  ends  with  the  first  half  of 
the  seventh  grade.  By  means  ot  special  depavtnients 
in  (1)  the  Si-ieuce  of  Agfriculture,  (2)English,  (3)  Ma- 
thematics, (4)  Geography  and  Physiology,  (5)  History 
and  Orthography,  those  pupils  who  have  proved  their 
special  fitness  are  enabled  to  complete  the  remainder 
of  the  Academic  Course  which  has  been  recently  out- 
lined with  the  special  object  in  view  of  preparing  the 
pupil  for  "Life".  While  this  plan  results  in  economy 
of  time  and  energy  as  well  as  in  better  teaching,  the 
teacher  still  has  the  care  in  general  of  one  particular 
class,  and  while  it  is  doubtless  true  that  in  this  as  in 
any  other  plan,  obstacles  are  encountered,  still  it  is 
also  true  that  wherever  faithfully  tried  has  proved  a 
success,  and  its  principal  opponents  arc  those  who 
have  never  tric-d  it. 


Lan^ua^c 


We  h<ave  three  distinct  groups  of  pupils,  who  enter  Carlisle  every  3'ear: 

1.  Those  unable  to  speak  or  understand  English.  ■  •  ~- 

2.  Those  who  can  speak  English  but  have  never  been  to  school  and  can't  read. 

3.  Pupils  who  hare  so-called  "school  English"  and  can  read,  but  having  such  a  limited  ex- 

perience that  many  words  are  meaningless. 
-1.    Pupils  who  have  attended  school  elsewhere  and  fit  right  in  with  our  grades. 

Our  work  in  the  first  four  gardes  is  to  give  the  pupil  a  good  working  vocabulary  and  by  objects, 
pictures,  actual  contact  and  so-called  "action  lessons"  the  context  of  the  words  are  impressed  upon  them  so 
that  what  they  read  is  really  being  assimilated.    The  work  in  these  four  grades  is  chiefly  oral.    Their  daily 
work  and  everything  that  enters  into  their  environment  here  and  at  home  are  topics  of  conversation. 
Pupils  biiild  these  thoughts  into  short  sentences  which  they  learn  to  read  and  write. 

Much  attention  is  paid  to  Phonics  in  all  the  grades  but  especially  in  the  lower  grades.  We  have 
worked  out  a  system  of  our  own  which  is  a  combination  of  the  Pollard  and  Fundenburg  methods —  adapted 
to  our  needs.  The  vowel  and  consonant  sounds  are  taught  chiefly  by  lists  of  words  and  phonograms.  In 
grades  1  to  4  charts  made  by  rubber  stamps  are  used.  In  all  the  rooms  black  board  drills  are  necessary  on 
the  most  diflflcult  sounds  new  to  our  students.  The  use  of  the  dictionary  and  diacritical  marks  begins  in 
the  5  th  grade. 

From  the  4th  grade  to  the  lOth  the  need  for  this  objective  language  work  is  lessened. 


(Tfaminai'  is  introduced  in  the  5th  grade.  The  parts  ot  speech  taught.  Phrases  and  clauses  are 
gradually  used,  always  in  sentences  which  illustrate  objectively.  Pupils  who  finish  the  7tli  grade  have  a 
clear  idea  of  the  reasons  for  some  of  the  simple  forms  of  speech.  Much  drill  is  necessary  on  verb  forms 
and  English  id  oms. 

Our  written  language  work  consists  of  dictation  t-xercises,  descriptions,  letter  writing  and  composi- 
tion. Boys  and  girls  are  frequently  divided  in  their  composition  work — the  boys  taking  some  shop  industry 
and  the  girls  some  subject  in  housekeeping  or  domestic  scit-nee.  All  written  work  is  preceded  by  obsei  va- 
tidu  and  oral  development  lessons  under  the  teacher's  direction. 

All  Writtten  work  is  based  on  some  other  subject  of  study  and  related  to  it — usually  nature  study, 
agriculture,  the  iadiistrics,  or  a  summing  up  of  history  and  geography. 

Arithmetic 

Form  study  and  numbers  are  taught  side  by  side.  The  foundation  for  arithmetic  is  laid  in  the  first 
four  grades.  Here  each  new  step  is  made  V'y  the  use  of  objects.  Actual  measures  of  common  things  are 
seen  and  handled  by  all  pupils.  The  five  fund*mental  operations — addition,  subtraction,  multiplication, 
division  and  partition  are  taught  objectively.  Measures  of  distance,  area,  weight,  time  and  bulk  are  made 
the  basis  of  the  simple  problems  introduced  to  apply  in  a  practical  way  the  successive  processes  learned. 
The  use  of  the  ruler,  liquid  and  dry  measure  is  begun  in  the  first  grade  to  make  the  student  a  more  intelli- 
gent worker.  Much  drill  work  is  necessary  in  learning  the  tables  and  for  accuracy  and  rapidity  in  all  these 
flementary  processes. 

Fractions  are  introduced  in  the  oth  geade.  Denominate  numbers  in  the  (Ith,  simple  interest  in  the 
Vth  grade.    Original  prolileins  are  required  frequently  and  the  written  work  is  tiased  entirely  on  the  eonr 


mnn  nieasui'es  and  actual  processes  of  the  various  iudustrial  departments  uf  the  school .  A  list  of  "200  pi'ob' 
leiiis,  printed  a  few  years  ago,  was  coiupi'ed  by  a  committee  of  teache  s  from  data  gathered  in  all  the  school 
depart  infants.  This  is  constantly  being  added  t  >  by  the  teachers  of  each  room,  and  applied  to  their  own  woi  k. 
Special  effort  is  made  to  deal  always  with  things  and  life  processes — not  mere  words  and  i-ules.  An  indus"' 
trial  school  like  Carlisle  is  nch  in  matei  ia  and  opportunity  for  cuncrete  woik  m  this  subject. 

The  pupil's  woi'k  can.seshiin  to  realizfthe  necessity  for  arithmetic  and  furnishes  the  point  of  contact 
readily. 

All  students  learn  to  write  simple  bills  and  receipts  and  to  trade  farm  produce  for  ai tides  bought  at 
the  stoie.  Many  of  our  students  leave  Carlisle  at  the  end  of  the  7th  grade.  We  aim,  therefore  to  give  each 
student  who  finishes  the  7th  grade  such  practical  knowledge  of  Arithmetic  that  he  is  able  to  keep  his  own 
acL-ounts,  put  out  money  at  interest,  compute  correctly  a  sale  of  live  stock  or  farm  products;  carpet  hig 
floors  and  paint  his  house,  and  all  other  simple  business  propositions  incident  to  a  small  family  living  in 
the  country. 

CSemeofary  Science  ■ '  * 

Nature  STum".— The  Indian  knows  nature  well  but  he  needs  to  know  how  to  express  his  knowledge 
and  turn  it  to  some  practical  use. 

Nature  study  furnishes  the  subject  for  most  of  our  reading  and  language  material  in  the  lower  grades, 
The  plant  and  animal  life  of  the  locality  is  studied.  Pupils  are  led  from  that  to  some  of  the  important  pro- 
duets  of  their  own  home  sections.  We  aim  to  cultivate  close  observation,  accurate  expression  and  to  give 
pupils  a  good  foundation  for  later  work  in  geography  and  agriculture-  ,  • 

'    I       ,  ,  ■  ^ 

56  ■       ,  -■ 


Geographt. — "We  begin  with  local  enviroment.    Many  field  excursions  bring  out  the  forms  of  land 

and  water  and  work  of  water  on  the  soil.  The  5th  and  6Lh  grades  take  np  the  study  of  United  States  geo- 
graphy and  a  brief  notice  of  North  and  South  America.  Particular  attention  is  paid  to  the  student's  home 
sei-tiun  and  home  state.  We  have  pupils  from  every  section  of  our  country  except  the  south  and  southeast. 
This  makes  the  work  very  interesting  to  the  class  as  a  whole.  The  students  from  the  north  and  west  can 
tell  from  actual  experience  some  facts  aboi;t  their  owu  country. 

The  7th  grade  takes  up  in  a  very  brief  study  the  continents  of  Europe,  Asia  and  Africa  and  reviews 
the  geography  of  the  United  States.  The  chief  fact  brought  out  in  the  study  of  these  continents  is  the  po- 
sition with  reference  to  the  United  States;  the  tliraate,  people,  chief  industries  and  artich^s  of  trade  and  a 
few  of  tha  most  noted  cities.  We  aim  to  simply  give  the  pupil  a  glimpse  of  the  great  world  oiitside  his  re- 
servation so  that  he  cau  read  the  newspaper  with  some  degree  of  interest  and  intelligence.  By  comparing 
our  couQtry  with  others  he  learns  to  appreciate  and  love  his  own  United  States. 

Physiology  and  Hyi^iene 

In  the  lower  grades  the  work  is  chiefly  oral;  talks  by  the  teachers  on  the  care  of  the  body,  the  neces- 
sity of  keeping  clean  and  taking  exercise,  etc.  In  the  upper  grades  a  brief  study  is  made  of  the  organs  of 
the  body  with  a  view  to  a  better  understanding  of  the  great  care  needed  to  keep  these  organs  in  proper 
working  order.  By  simple  experiments  and  practical  demonstrations  the  student  is  taught  the  value  and  ne- 
cessity of  proper  ventilation  and  pure  air,  cleanliness  of  person,  house  and  surroiindings,  good  food  and 
proper  exercise. 

In  the  upper  grades  emphasis  is  placed  on  such  topics  as  the  care  of  the  sick,  simple  home  remedies, 
first  aid  to  the  injured  and  nature  and  measures  of  pievention  of  some  of  the  diseases  to  which  Indians  are 


67 


especially  sii8<'epulile.  Tlie  i-esident  doctor  jxiul  lUlrse  J4'lve  us  Valuable  assistaiice.  The  tnuiuiiy  wliicb 
iiiauy  of  ouv  girls  receive  at  our  hospital  serves  to  make  this  work  more  praetical. 

/l^riculture 

Our  nature  study  in  the  lower  grades  is  really  a  phase  of  the  study  of  agricultuie  and  pi'cpares  the 
pupil  to  understand  the  relation  of  moislure  to  soil.  By  simple  experiments  in  windo-W  boxes  and  on  the 
sehool  farm  and  garden  they  learn  how  and  when  to  plant  seeds,  and  watch  with  interest  the  germination 
and  growth  of  these  seeds  into  plants.  Our  small  boys  plant  the  onions  and  other  garden  crops,  pull  the 
weeds,  and  help  to  cultivate  the  crops  and  harvest  them.  Each  student  spends  from  two  to  four  summers 
in  the  country  on  a  small  farm.  They  work  with  the  farmer  and  get  a  more  practical  knowledge  than  any 
school  course  can  give  them  in  all  the  details  of  work  on  a  small  farm.  We  endeavor,  howeVer,  to  supple^ 
nient  this  work  and  to  make  more  intelligent  workers  l)y  taking  up  the  farmer's  work  of  each  season  in  the 
school  rooms.    In  addition  a  Course  in  Agriculture  extends  through  all  the  grades. 

E(7UIPME\T 

C'onnected  with  the  school  are  two  farms  of  2Sr>  acres  which  are  adapted  to  the  cultivation  of  farm 
crops,  vegetables,  fruits  etc.  One  adjacent  to  the  campus,  is  annually  planted  to  garden  vegetables,  pota- 
toes,forage  crops,  etc.  On  it  is,  also,  a  young  orchard  of  peaches,  pear,  cherry  and  apple  with  brush  and 
bramble  fruits  included.  The  other  farm  is  used  for  farm  crops  proper.  Oorn,  wheat,  timothy,  clover,  al-- 
falfa,  oats  and  millet  are  grown  as  required  by  the  rotations  practiced.  All  work  is  performed  by  ttudent 
labor. 

A  dair'y  of  alx)ut  00  cow^s  furnishes  milk  for  the  school  and  is  used  for  practical  demonstration  work, 
It  is  e(|uipped  with  a  (Sharpies'  Tubular  Separator,  Box  churn  operated  by  a  gasoline  engine,  Babcock  Test, 


silo,  feed  cutter,  etc.  The  herd  contains  gof»d  individual  cows  of  the  Jersey,  Guernsey,  Holstein-Fresian 
and  Durham  breeds  and  a  fine  registered  Jersey  bull,  thus  affording  excellent  means  for  the  study  of  breeds 
and  stock  judging. 

A  piggery,  I'JO  feet  in  length,  well  lighted,  ventilated  and  provided  with  sanitary  e(iuipments,  is  in 
use.  Pens  are  provided  for  breeding  purposes,  brood  sows,  and  for  fattening  hogs,  affording  excellent  op- 
portunity to  study  breeding,  care  and  management  of  swine. 

The  poultry  department  is  eiiuipped  with  three  hen  houses  provided  with  scratching  floors,  nests,  etc., 
and  a  brooder  house  with  incubator  room  and  three  incubators.  All  equipment  is  new  and  of  the  latest  plan 
and  type.    The  flock  at  present  consists  of  1,200  birds. 

The  school  is  provided  with  a  greenhouse  in  which  are  grown  plants  for  beautifying  the  campus  and 
in  which  the  students  have  an  excellent  opportunity  to  study  plant  propagation.  All  work  in  the  dairy,  pig- 
gery, poultry-yard  and  greenhouse  is  performed  by  the  students  directed  by  the  employee  in  charge. 

Steps  have  been  taken  to  establish  a  museum  in  which  specimens  ®f  agricultural  products,  including 
farm  crops,  garden  crops,  wool  from  the  different  breeds  of  sheep,  insects,  both  beneficial  and  injurious, 
showing  life  history  will  be  exhibited.  Samples  of  different  commercial  fertilizers,  grains,  seeds,  feeds,  etc., 
will  also  be  given  space.  Ears  of  corn,  heads  of  wheat,  etc.,  showing  desirable  and  undesirable  types  will 
be  given  special  prominence.    Samples  of  the  products  of  different  reservations  will  be  obtained. 

Pltrpose— The  purpose  of  the  coarse  is  to  create  a  desire  for  knowledge  at  first  hand,  to  inspire  self 
confidence  and  to  instil  in  the  Indian  mind  the  immense  and  practical  importance  of  agricultural  pursuits. 
By  use  of  simple  experiments  in  the  class  room  and  laboratory,  by  freciuent  visits  to  farm,  garden,  dairy, 


poultry  yard,  and  greenhouse,  as  well  as  by  actual  work  done  in  these  departments,  it  is  hoped  that  the 
course  will  prove  ht-lpful,  practical  and  beneficial  to  teacher  and  pupil  alike.  The  special  needs  of  the  In« 
diau  Oil  the  different  reservations  have  also  been  provided  for. 

Reading  and  Literature 

Reading  and  language  are  taught  together  in  the  lower  grades.  Lessons  that  relate  to  the  life  of  the 
pupil  at  school  and  at  their  homes  are  composed  by  teacher  and  pupil.  These  lessons  are  written  on  the 
blackboard,  copied  in  the  tablets  and  sometimes  printed  at  the  school  priutery.  Much  of  the  leading  is  cor- 
related wilh  shop  work,  nature  study  and  other  subjects. 

Much  drill  is  necessary  in  distinct  enuncia  ion  and  articulation.  A  period  a  day  is  devoted  to  this 
work.  The  lessons  are  thoroughly  developed  and  the  pupil  is  led  to  understand  the  subject  before  he  ex- 
presses his  thought  in  oral  reading.  The  Indian  has  many  great  difficu.lies  in  manner  and  speech  to  over 
come  and  the  teacher  mvii>t  study  the  needs  of  the  individuals  and  work  out  special  devices  to  help  him.  In 
the  upper  grades  a  systematic  course  in  English  and  American  classics  is  followed.  Public  speaking  and 
rhetorical  exercises  are  encLuraged  as  incentives  to  reading  and  distinct  speaking. 

The  teachers  encourage  the  use  of  library  and  an  effort  is  made  to  have  the  pupil  acquire  a  taste  for 
good  literature  so  that  he  will  possess  some  books  and  magazines  in  his  own  home. 

History 

The  history  of  the  first  four  grades  consists  chiefly  of  stories  told  by  the  teacher  about  noted  men,  both 
Indians  and  white  men.  The  holidays  form  the  nucleus  of  much  instruclion  in  American  history.  The  first 
books  used  by  the  pupils  are  biographical  in  style.    In  grades  5,  6  and  7  text  books  are  used  for  study  and 


topical  recitation  in  the  most  important  events  are  expected  from  the  pupils.    The  work  is  correlated  with 

geography  and  literature.    An  effort  is  made  throUijh  the  lessons  of  patriotism,  the  growth  of  freedom  and  i 
progress  of  civilization  to  instil  a  love  of  country  and  its  government  mto  the  Indian  youth.    Tliefutme  wel-  \ 
fare  of  the  Indian  demanding  that  be  meet  the  changed  conditions  with  open  mind.    He  can  become  a  part  \ 
of  ttiis  great  country  only  as  he  becomes  a  self  supporting  man  and  is  willing  to  serve  his  fellows.    A  special 
effort  is  being  made  to  correlate  this  subject  with  ludian  liistory. 

Givics 

The  junior  class  (grade  9)  takes  up  the  study  of  Civics.  The  course  is  very  elementary  and  largely 
determined  by  the  needs  v.f  tlie  pupils  and  their  peculiar  relation  to  ihe  governmpnt.  Forms  of  government 
are  trace  J  beginning  with  the  patriarchal  form  as  found  in  the  Indian  tribal  life.  Necessity  of  community 
government  for  mutual  comfort,  protection  and  advancement.  Necessity  for  laws  and  officers  to  enforce  the 
same.  Town  and  county  government  taught  thoroughly.  The  reservation  and  its  relation  to  the  govern- 
ment and  also  to  the  individual  Indian. 

The  rights,  privileges  and  duties  of  citizens  are  emphasized  in  all  upper  grade  rooms  but  especially 
formulated  here. 

Much  time  is  given  to  the  great  work  done  by  the  departments  of  our  government, especially  the  Inte- 
rior Department.  The  various  measures  for  the  development  of  the  resources  of  our  country  such  as  farm- 
ing, irrigation,  forestry,  stock  raising,  good  roads  and  education. 

Music 

Music  at  Carlisle  plays  no  small  part  in  the  life  and  happiness  of  the  boys  and  girls.    It  is  so  univer- 
sal that  it  invades  almost  all  social  and  religious  functions,  athletics,  and  military  exercises. 


61 


3Iusi('  is  to-dfiv  considered  one  of  t lie  leading  professions  and  ranks  high  as  an  art.  While  it  is  not  the 
aim  and  purpose  at  Carlisle  to  train  boys  and  girls  solely  for  the  profession  or  to  make  artists  of  them,  why 
should  ir,  be  discouraged  iu  cases  which  show  marked  talent?  The  pupil  does  not  only  get  the  training  in 
niiisic,  ))ut  this  linked  to  the  tiade  or  other  work  taken  up  by  the  student,  cCitainly  better  prepares  such  an 
one  to  meet  the  problems  ut  life  and  earn  a  livelihood. 

The  musical  infiueiice  has  a  tendency  to  develop  the  finer  qualities  in  the  natures  of  the  students,  and 
this  means  much  to  the  Indian. 

The  V.  S.  Carlisle  Indian  Band,  has  an  international  reputation,  its  services  not  only  being  sought 
for  the  gieat  events  iu  this  country  such  as  the  Columbian  Exposition,  Pan-American  Exposition,  National 
and  Slate  Inaugural  exercises  and  other  important  affairs,  but  in  Europe  also,  negotiations  having  been  en- 
t'  led  into  for  the  band  to  appear  at  the  Paris  Exposition. 

Last  sunimer  for  the  first  time  it  played  an  engagement  at  the  famous  and  fashionable  ocean  resort  ac 
]j  ing  Bi-anch,  X.  -I . ,  being  engaged  by  the  City  to  give  two  free  concerts  daily  to  the  public.  So  well  pleased 
w.  rc  the  City  authoritii  s  with  the  services  of  the  band  that  it  was  engaged  for  this  year  at  a  price  far  in  ad- 
\an'-c  of  the  comjxMisation  of  last  season 

The  boys  are  paid  for  these  services  in  proportion  to  what  they  would  earn  if  they  went  to  work,  un- 
der thf  outing  system,  besides  having  advantage  of  a  good  time  and  a  healthful  outing,  including  plenty  of 
good  snlt  air  and  an  ocean  dip  twice  a  day.  Tneseare  practical  experiences  whi  h  place  these  boys  in  a  posi- 
tion to  compete  with  their  white  brother  in  a  music  il  way,  also  giving  thein  many  social  advantages.  In  con- 
j  inction  with  the  band  there  is  an  orchestra  which  plays  for  the  school  entertainments  and  Sunday  services. 

Th^^  vocal  department  which  includes  the  class  work  and  singing  exercises,  where  all  are  taught  the 
rudiments  of  music.     Each  class  meets  twice  a  week  fortius  pur]iose  and  songs  are  taught  which  are  sung  by 


the  entire  seho(»i  at  the  iiionthly  school  eiitei'taioliients,  with  special  luusical  services  fur  Christmas,  Easter 
and  other  holidays. 

(bills'  L'.lioruses  and  boys'  quartets  and  choruses  which  siiif?  at  the  Y.  W.  C.  A  and  Y.  M.  C.  A. 
hieetings  and  on  the  different  society  programs,  all  add  variety  and  pleasure  to  the  students'  lite.  l'ii\  atc 
instruction  on  piano  and  violin  is  also  givtn  to  those  who  show  talent  on  these  instruments.  Our  aim  is 
practical,  to  give  them  enough  training  so  that  th^y  may  able  to  play  for  i-eligious  services  and  little  euter- 
tainments  when  they  return  home. 

Recognizing  that  all  studeuts,  and  especially  Indian  stJidents  who  are  used  to  an  out-ot-door  litV,  and 
Ure  kept  in-doors  in  school  and  iu  the  shops  a  large  part  of  the  uay,  need  plenty  of  out  doorexerci>e  and  it- 
^creation,  the  authoritii s  of  the  Carlisle  School  have  encouraged  athletic  sports.  Representative  teams  ;ti-.- 
equipped  and  maintained  iu  the  various  branches  or  college  sport.,  which  compete  with  representatives  of  other 
fdueational  instit;utions,  including  our  largest  universities  and  colleges,  and  the  receipts  from  these  conte>ts. 
voutrary  to  the  general  rule,  provide  funds,  which  through  economic  management,  not  only  make  athletics 
at  the  school  self-supporting,  but  also  have  made  if  possible  to  provide  a  well  equipped  athletic  field,  a  plas' 
ground,  training  quarters  and  other  permanent  itiipiovenients  which  benefit  the  school  in  other  ways  than  in 
athletics,  and  this  is  done  without  rliarging  the  students  and  employes  any  admission  to  the  contests  whicli 
nre  held  at  home. 

Athletic  sports  are  probably  more  generally  participated  in  by  the  students  at  Carlisle  than  any  other 
educational  institiition  in  the  country.  All  the  shops  have  their  athletic  teams,  the  various  classes  compete 
against  each  other,  and  the  small  boys  (»rganize  jiinior  teams,  while  the  girls  play  basket  ball,  tennis  and 


croquet.  During  pleasant  weather  at  recreation  periods,  practically  the  whole  student  body  can  be  seen  on 
the  athletic  field,  the  play  grounds  or  the  parade,  engaging  in  some  form  of  athletic  sport  and  obtaining  be- 
neficial recreation  and  fresh  air. 

A  large,  well  equ'pped  gymnasium,  in  charge  of  a  competent  gymnastic  instructor  provides  oppor- 
tunity for  systematic  exercise  and  physical  traiuing  during  the  winter  months,  txcept  when  the  small  body 
of  water  adjacent  to  the  school  grounds  is  frozen  over,  when  students  spend  their  spate  time  skating  on 
the  ice.  In  addition  to  the  gymnasium  instructor  who  has  charge  of  indoor  exercise,  the  Athletic  Associ- 
ation employs  an  Athletic  Director  having  wide  university  experience  to  supervise,  manage  and  give  in- 
struction in  out-door  athletics.  Thus  the  physical  and  athletic  training  of  the  students  is  so  supeivised 
and  directed  by  competent  heads,  including  the  school  physician,  that  they  all  derive  all  possible  benefit 
therefrom  without  danger  of  over-doing  or  injuring  themselves. 

While  athletics  are  encouraged  and  the  school  is  justly  proud  of  the  records  for  ability  and  sports- 
manship her  athletic  teams  have  made,  yet  it  is  understood  and  recognized  by  students  and  employes  that 
athletics  must  at  all  times  be  considered  secondary,  and  nut  interfere  with  the  educational  and  industrial 
work  of  che  school,  and  only  such  time  is  davoted  to  practice  and  training  as  is  allowed  the  student  general- 
ly for_recreation  . 

Physical  Culture  at  Carlisle 

Physical  culture  preserves  and  promotes  the  health  of  our  pupils,  it  builds  up  the  body  by  means  of 
selected  exercises  in  free,  li^fht  and  heavy  gyaiaastics  and  various  indoor  games. 

61 


Xo  one  system  of  gymnasties  is  adhered  to,  but  what  ever  is  thought  tiest  in  the  Swedish.  German 
and  American  systems  is  used.  Tne  daily  work  for  both  boys  and  girls  consists  of  free  gymnastics,  light  and 
heavy  gymnastics  and  gymnastic  games.  In  addition  to  chis  the  boys  ire  given  military  dnlls  in  ma:ching, 
manual  of  arms,  setting  up  exercises,  ani  calesthenic  drills,  using  tlie  carbin-i  instead  of  the  wands. 
Basketball,  the  popular  indoor  game  enjoyed  in  all  gymnasiums,  is  freely  indulged  in  tiy  iioth  sex^s,  large 
and  small.  Boxing,  wi-estliug,  bag-punching,  hand-ball,  pass-ball  and  running  are  also  opu'ar  and  health 
ful  pastimes  for  boys. 

Free  gymnastics  in  the  fundamental  positions  of  the  feet.  legs.  arms,  trunk  and  head,  used  singly 
and  in  combination,  and  light  gymnasties  in  primary  and  advanced  movemenis  with  wands.  dnnil)bclls.  ;ind 
Indian  clubs  are  used.  Heavy  gymnasties  in  graded  movements  and  combinations  on  the  climbing  pole, 
and  ropes,  horizontal  ladder,  traveling  ring,  flying  rings,  trapeze,  vaulting  bars,  horses,  buck,  horizontal 
bar,  parallel  bar.-?  and  mat  work  is  also  taken. 

In  two  Imildings  adjacent  to  the  gymnasium  six  pairs  of  bowling  alleys  have  recently  been  construct 
ed  and  equipped  in  "up-to-date"  methods  by  the  Brnnswick-Balke-CoUender  Company  with  funds  of  the 
Athletic  Association.  This  reputable  recreation  and  healthful  pastime  is  a  valuable  addition  to  the  pleasure 
and  general  welfare  of  our  pupils. 

Library 

Library  now  contains  2400  volumes.  This  is  a  well  selected  library  fur  its  size,  including  works  in 
all  classes  suitable  for  school  use.  The  International  Encyclopedia,  ed.  11-03--J:.  bi  ings  reference  work  ueni  ly 
up  to  date.  This  can  be  supplemented  by  current  magazines  and  bound  each  year  for  immediate  use.  Na- 
ture Library  of  10  v.  published  by  Doubleday;  Lydekker's  Natural  History,  5  v.;  Warner's  Best  Literature 


30  v.;  Modpi-n  Eloquence,  To  v.,  are  of  great  value  to  teachers  in  their  school  work.  Especial  attentioii  is 
paid  agricuhure  and  kindred  topics.  A  few  standard  works  on  this  subject  are  supplemented  by  a  generous 
collection  of  pamphlets,  publications  of  the  United  vStates  and  Pennsylvania  Agricultural  Departments  as 
well  as  some  from  other  sources. 

Library  is  open  each  day  (except  Sunday)  from  8  A.  M.  to  5  P.M..  except  noon  hours,  and  from  May 
1  to  October  1  for  two  honrs  in  the  evening.  All  students  are  welcome  for  purpose  of  reading  current  peri^ 
odicals  or  consulting  reference  works  whenever  they  have  time  away  from  their  school  or  industrial  duties 
Many  l>ookf!  ai-e  read  by  students  in  connection  with  their  school  and  society  work.  Books  are  borrowed 
for  two  weeks;  cunent  periodicals  and  pamphlets  for  seven  days.  .  , 

Prom  July  1,  1905  to  June  30,  1906 :- 
Number  of  students  visiting  Library  for  reference  work  or  to  read  magazines        "       -       -  7,323 
Circulation  of  books,  -         ........  .       ^       .        6,775  V^ 

Of  these:  History  and  travel  816  v. 

Biography     -       -       423  " 
Fieton       -        -  1624" 
Magazines  and  Pamphlets  1497  " 

Fiction  is  a  large  proportion  of  the  circulation  here  as  elsewhere,  but  it  by  no  means  indicates  light 
reading.  The  Library  is  not  equipped  with  up-to-date  novels.  We  class  as  "fiction"  books  by  Miss  Alcott^ 
Susan  Cooldige,  Mrs.  Whitney,  Kirk  Munroe,  Stoddard  Henty,  and  others  whose  works  are  especially  adapted 
to  the  school  age,  although  the  Library  does  contain  sets  of  standard  novels  as  Cooper,  Scott  and  Dickons. 

With  experience  and  observation  elsewhere  we  can  report  the  work  of  students  here  as  profitable  to 
thtmselv  s  and  worthy  of  praise. 


Gomparisons 


The  popularity  of  the  Carlisle  School  and  her  advantages  is  manifested  in  the  fact  that  parents  send 
their  children  here  voluntarily,  no  need  to  send  out  agents  for  them.  In  fact,  the  management  has  been 
compelled  to  refuse  a  number  of  applications  during  the  past  year.  A  party  of  students  came  to  Carlisle  during 
the  year  srleeting  this  school  from  among  all  the  rest,  whose  tribe  never  before  won  d  allow  any  of  its  child- 
ren to  be  educated. 

The  equipment  fur  the  training  we  have  described  in  this  Bulletin,  can  be  improved,  but  is  such  as  to 
enable  us  to  carry  out  what  we  claim.  In  this  respect  superior  to  Reservation  schools — Our  practical  train- 
ing in  trades  and  household  dudes  are  pre-eminently  superior  as  is  shown  by  the  fact  that  we  can  call  upon 
one  third  of  our  girls  at  any  time,  who  will  be  able  to  bake  bread,  cook  meals,  and  laundiy  shins  and  collars, 
whilst  at  many  Reservation  schools,  none  can  be  found  who  can  do  this,  and  no  equipment  to  train  them. 

Our  environment  is  in  our  favor.  The  people  of  the  East  are  religiously  and  devotedly  interested  in 
the  Indians'  welfare,  as  over  against  the  prejudice  of  many  of  the  people  of  the  West,  who  still  hold  to  the 
idea  that  the  "Only  good  Indian  is  a  dead  one."  The  patrons  and  neighbors  of  the  Cat  lisle  School  are  pa- 
tient, painstaking,  earnest,  interested  and  dev»  ted  to  the  best  interests  of  the  Indian  Race,  hence  there  are 
as  high  as  1400  applications  for  less  than  half  that  number  of  available  children  for  the  '  Outmg"  annually. 

Our  location  is  near  the  Government  offices  at  Washington,  from  whence  Inspectors  maA  be  sent  into 
our  midst  without  a  moment's  warning  and  there  is  no  opportunity  to  be  put  on  dress  parade  for  a  a  inspec- 
tion even  by  the  Honorable  Commissioner  himself,  thus  giving  the  office  direct  supervision  and  close  range 
with  the  direction  of  our  school. 

Whilst  we  l)elieve  that  the  Reservation  and  Mission  School  is  doing  for  the  Indian  what  they  can,  we 


believe  tliat  we  are  in  a  po,-if.iiiii  to  di.)  workotlier  than  theirs,  and  can  follow  up  their  effort  with  the  superior 
tr  .inins'  which  produces  such  excellent  and  practical  results. 

AVe  can  scarcely,  however,  be  justly  compared  to  such  institutes  as  Hampton  and  Tuskegee — because 
these  schools  are  free  from  all  depanmental  care  of  the  Govemnieut.  They  are  supported  by  wealthy  phi- 
huithroi.ic  citizens,  who  give  the  admi.iistration  free  ;iiid  un  imited  authority  co  develop  their  ideas. 

They  are  free  from  Civil  Service  appointineuts,  nnd  consequently  from  departmental  salaries.  They 
select  the  best  that  their  adequate  salaries  can  procure,  and  are  able  to  secure  specialists  in  each  department 
With  about  the  same  number  of  pntiiis  we  find  that  the  average  age  is  much  higher  at  llainpton  than  Car- 
li-li — -17  years  is  the  minimum;  habits  and  character  are  very  largely  formed  and  purpose  fixed.  They  are 
selected  vn  examination  for  good  iiioi;ds.  They  ;ire  pay  students,  [  art  pny  is  by  service.  The  corps  of  in- 
stiuctors  aside  from  being  well  trHined  and  specialists,  are  twice  as  large  in  numlieis  ms  we  are  here.  The 
cinss  of  ]ieople  they  have  to  denl  w  ith  have  had  ct  nturies  of  training  in  j)iiiclical  lite  and  the  English  lan- 
guage. 

Tl:e  Indian  has  never  known  anytliiny  about  woik.  the  simplest  foim  of  seivice  sufUcing  for  his  im- 
meiliate  wauts.  He  must  be  trained  in  the  rudiinents  of  the  Engliah  language.  At  C'arlisle  we  have  been 
adiiiittiiig  children  in  many  casts  uTider  ten  years  of  age.  ^Habits  of  life  and  character  are  not  tornied,  and 
pait  of  our  duty  is  to  lead  theiu  ill  1  his  iiiipoitant  development.  |  Hence  results  of  as  high  an  order  as  are 
found  at  Hampton  cannot  be  attained.  We  have  been  leceiving  all  classes,  ruiiawa.>s,  unpromising  snb.iects 
from  reservations  and  other  eia.-ses,  these  otten  form  the  class  known  as  "Carlisle  failures",  even  though 
they  spend  only  a  few  years  with  us  and  never  graduate. 

The  (iovernment  provides  cveryMiing  and  independence  as  wage  earners  and  V>rt  ad  winners  can  only 
be  taught  by  admonition  and  through  the  Oniing. 

lib 


Our  employees  frequently  have  had  no  training  in  Indian  service,  and  must  experiment  for  a  year  or 
more  before  they  become  efficient. 

This  ij  the  first  generation  of  Indians  who  are  attempting  manual  labor.  He  is  rescived,  slow  to 
move  and  speak,  consequently  much  time  is  consumed  in  teaching  him  the  English  language. 

Yet  whilst  we  cannot  measure  up  to  the  better  equipped  institutions,  we  can  show  results,  whir-h 
compare  not  only  favorably,  but  when  conditions  are  considered  surpass  the  efforts  in  these  more  highly 
favored  institutions. 

Our  work  is  open  for  inspection  at  any  time,  and  we  feel  that  if  fairly  investigated  it  will  be  discover- 
ed bhac  the  so-called  "failures"  are  the  exceptions,  and  not  the  rule. 

The  Deparlment  of  IMative  Irt 

This  department  under  the  new  idea  of  preserving  Indian  art  was  started  in  Fe'  ruary,  1906. 
The  plan  is  to  encourage  the  Indian  to  use  the  conventional  designing  that  is  the  characteristic  art  of 
his  race. 

The  day  of  the  ornamental  buckskiu  is  past  and  the  tribes  that  made  baskets  and  pottery  find  little 
time  as  they  take  up  the  eojTimercial  strife  of  the  white  race,  to  keep  up  their  native  industries.  About 
the  only  way  to  perpetuate  the  use  of  Indian  designs  is  to  apply  them  on  modern  articles  of  use  and  orna- 
ment that  the  .young  Indian  is  taught  to  make.  In  the  class  they  are  asked  to  make  designs  for  rugs,  frieze 
for  wall  decoration,  borders  for  printing,  designs  tor  embroidery  of  all  kinds.  We  have  just  started  to  apply 
our  designs  on  bass-wood  artides  in  color  or  with  the  pyrographio  needle. 

We  decorate  skins  for  wall  hangings  or  for  sufa  cushion  covers.    We  also  use  our  designs  for  more 


serious  wol-k.  Our  chief  aiiii  along  this  niPthod  of  df^signing  is  to  work  them  out  in  rugs.  We  are  using 
both  the  Nnvajo  and  the  Persian  methods  of  weaving.  The  Persian  method  allows  them  more  freedom  to 
carry  out  iheir  intricate  designs. 

The  work  is  slowly  but  steadily  inerea&ing  in  both  interest  and  importance. 

Loyally  of  Students  and  Ex-students 

No  other  school  in  the  Indian  Service  can  must,  r  such  a  band  of  loyal  students  and  ex-students  as 
can  Carlisle. 

No  doubt  age  and  special  opportunities  as  regard-*  environments  have  been  potent  factors  in  the  de- 
velopment of  this  loyal  band,  but  the  additional  fact  that  the  schooi  has  reached  its  present  position  after 
yearrf  of  saorifice  and  toil  on  the  part  of  its  employees,  aided  in  their  labors  l\v  special  i  elp  and  facilities 
granted  by  the  Indian  Olfice,  has  al^o  left  its  imprint  on  the  minds  and  hearts  of  these  students. 

The  greatest  advantage  however  that  the  school  possesses  is  to  be  faund  in  the  special  opportunities 
afforded  for  carrying  out  Commissioner  Leupp's  idea  in  regard  to  the  "Outing  System." 

A  better  class  of  people,  both  from  an  industrial  and  moral  standpoint,  than  that  with  which  the  Car- 
lisle outing  students  make  th^ir  homes  cannot  be  found  anywhere,  and  it  is  safe  to  say  that  to  these  same 
people  is  largely  due  the  credit  for  the  loyalty  which  is  everywhere  manifest  on  the  part  of  students  and  ex- 
students. 

These  students  and  ex-students  (many  of  the  latter  class  are  now  sending  their  children  to  Carlisle) 
realize  that  the  school,  in  bringing  chem  in  close  contact  with  the  everyday  life  of  these  people,  has  thereby 
laid  the  foundation  and  pi'ovided  the  opportunicy  for  a  noble  and  useful  life 


The  Outing  System 


As  tnatiy  of  ouf  pupils  as  can  be  spared  from  the  work  of  the  school  aie  placed  in  families  in  April, 
from  the  lower  grades.  Others  from  the  medium  grades  in  May,  and  the  most  advanced  when  our  academ- 
ic sessions  close  the  middle  or  eni  of  June. 

Those  in  the  higher  grades  return  to  the  school  the  first  of  September,  unless  arrangements  are  made 
for  some  to  remain  out  and  attend  schools  equal  to  our  junior  and  senior  grades.  Some  of  these  in  the 
lower  grades  remain  out  during  the  winter  and  attend  school  with  white  children. 

The  first  summer  of  the  sehowl  we  placed  19  pupils  in  families.  The  second  year  104  of  which  23  re- 
mained out  to  attend  school  during  the  winter.  The  number  increased  until  we  have  had  893  who  had  outing 
privileges  during  a  year,  with  about  400  in  the  public  schools  of  the  country.  The  pupils  receive  such 
wages  as  are  paid  for  like  services  in  the  locality  where  they  are  placed. 

The  earnings  are  theirs.  From  them  they  pay  their  railroad  fare  and  buy  what  clothing  they  need 
in  addition  to  the  fitting  out  they  get  when  starting  out,  but  they  are  requited  to  deposit  one-half  of  their 
earnings  at  the  school,  to  remain  to  their  .  redit  unul  they  sever  their  connection  with  the  s-chool. 

A  thorough  and  careful  system  of  investigation  determines  the  desirability  of  each  family 
before  arrangments  are  made  for  placing  the  pupils  and  monthly  reports  are  received  from  each  patron, 
giving  ht-alth,  conduct,  ability,  habits  and  also  a  statement  of  finances.  Thtir  earning  amount  to  from 
$21,000  to  $27,000  a  year. 

It  is  in  these  families  that  the  Indian  girls  get  their  instruction  in  housework  and  especially  in  cook- 
ing, and  a  large  number  come  back  t.»  the  school  with  a  better  knowledge  of  cooking  than  caa  be  obtained 
at  the  best  cooking  schools. 


71 


It  is  in  these  families  that  the  Indian  boys  get  their  instrucuon  in  farming,  in  the  eare  of  stock  and 
iu  all  things  relating  to  a  well  regulated  farm. 

We  receive  more  than  twice  as  many  applications  for  pupils  as  we  can  supply  each  year. 

To  Govern  Carlisle  Indian  Students  AND  OUR  Patrons  '  ■•  _ 

Pupils  are  placed  in  families  to  ienrn  Engli^<il  and  the  customs  of  civilized  life. 

1.  Pupils  must  attend  church  and  Sabbath  School  regularlyr|  Pupils  of  a  certain  denomination  are  pLiced  with 
patrons  of  the  same  denomination  when  practicable.  When  Catholic  pupils  are  placed  with  non-Catholic  patrons  we 
are  first  assured  that  n  Ciitholic  church  is  accessihle.  Non-Catholic  patrons  will  in  no  way  inter  fee  with  or  forbid  the  at- 
tendance of  Catholic  pupils  at  the  customary  services  of  their  chureh,  suoh  as  Mass,  Vespers  and  Sunday  School. 
Patrons  will  adopt  such  measures  and  exercise  such  judicious  authority  as  is  necessary  to  faeilitate  the  jir.MCtice,  by 
pupils,  of  their  relision  accordino;  to  the  tenets  of  their  church.  Failure  by  patrons  to  comply  with  thi>se  require- 
ments, or  attempts  to  proselyte  will  be  deemed  sufficient  cause  to  justify  the  recall  of  pupils. 

2.  Absence  without  permission  of  patrons  is  not  allowed,  Pud  being  out  evenings  or  away  on  social  excursions 
Sundays,  should  be  discouraged.  Pupil-!  should  not  go  to  Philadelphia  nor  to  public  parks  unless  accompanied  by  a 
member  of  the  family  or  other  responsible  person. 

3.  Patrons  or  others  must  not  hire  pupils,  nor  are  pupils  to  exchange  places  unless  authorized  by  us. 

4.  PLxcept  whru  ;iuthoriz''d  pupils  ai'C  not  to  retui-n  or  be  returned  tr)  the  school  b^'fore  their  outing  agreement 
expires. 

5  The  use  of  tobHceo  and  spiritious  li(iuois  in  any  fo)rn  i^  forbidden.  Tlris  and  any  other  off>mce  ag'ainst  good 
habits,  the  pntrons  must  report  at  the  t■h■^\^\ 

6.  When  out  for  the  winter  pupils  must  attend  school  a.t  lenst  100  days  continuously,  beginiring  not  later  than 
November  1,  working  out  ot  school  hours  for-  their  board,  care  anrl  washing,  nr)less  otherwise  agreed  upon.  Pupil.-s 


72 


are  not  to  be  kept  out  of  school  half  days  or  detained  in  the  mornings  but  they  must  be  punctual  and  regular  in  their 
attendance  and  must  study  at  home  if  necessary  when  their  chores  are  done. 

7.  Pupils  must  bathe  at  least  once  a  week.^ 

8.  It  is  the  aim  to  send  pupils  out  with  a  full  equipment  of  clothing.  Patrons  will  see  that  pupils  take  proper 
care  of  the  same,  and  especially  of  their  best  uniform  suits,  dresses  and  other  clothing,  both  as  a  matter  of  training  and 
so  that  requests  for  additional  clothing  may  be  avoided  during  the  period  out. 

9.  Monthly  reports  must  show  any  violation  of  these  rulrs,  be  fully,  accurately  and  truthfully  made  out,  signed 
by  patrons  and  pupils  and  sent  to  the  school  the  last  day  of  each  month.  Pupil's  home  letters,  in  all  cases,  must  ac- 
company the  reports. 

10.  Patrtms  must  not  give  pupils  more  than  one  half  their  earnings,  an<l  should  encourage  them  to  save  more 
than  the  required  one  half.  If  they  spend  one  half  while  they  are  earning  they  h.ave  none  to  spend  during  school  at- 
tendance, as  one  half  must  remain  on  the  books  of  the  scliool  until  tht-ir  period  of  enrollment  has  expired.  Pupils  must 
give  patrons  receipts  for  all  money  given  them,  patrons  to  send  such  receipts  to  the  school  with  each  monthly  report. 
The  school  will  supply  blank  receipts,  instead  of  request  papers. 

11.  A  record  of  all  money  transactions  is  kept  at  the  school,  and  if  patrons  allow  pupils  to  spend  more  than  one- 
half  their  earnings,  the  excess  cannot  be  counted  as  part  pay,  but  will  be  the  patrons'  loss. 

12.  Patrons  are  to  pay  one  half  the  cost  of  railroad  tickets,  the  otiierhalf,  the  pupil  pays,  and  is  to  be  counted  as  ex- 
penditure in  calculating  the  one  half  allowance,  and  no  money  should  be  given  pupils  until  the  tickets  are  paid  for. 
Pupils  are  well  fitted  out  on  leaving  the  school  and  will  not  need  money  the  first  month.  Pupils  on  reaching  their 
country  homes,  will  at  once  give  their  return  tickets  to  patrons,  who  will  forwani  them  to  the  school  promptly. 

Patrons  and  pupils  should  carefully  read  these  rules.  We  will  not  place  pupils  nor  continue  relations  with  pat 
rons  who  will  not  in  good  faith  subscribe  to,  and  comply  with  their  requirements. 

These  rules  cancel  all  previous  ones. 
December  8,  1907. 

W.  A.  Merger. 

Major  11th  Cavalry,  Superintendent. 


73 


I  will  comply  and  enforce  the  above 

I  will  obey  the  above   ,  Patron 

 ,  Pupil. 

Carlisle,  Pa.   190   190 

NOTE:  Three  copies  of  this  will  be  signed  by  all  parties  concerned,  one  copy  to  remain  on  file  ia  the  Superin- 
tendent's office,  one  to  go  to  patron,  one  to  pupil. 

INDIAN  INDUSTRIAL  SCHOOL,  Carlisle,  Pa.  190  . 


Our  object  in  placing  pupils  in  families  is  to  educate  them  in  English  and  the  custtMus  and  industries  of  civilized 

Hfe. 

We  send  out  a  number  of  the  least  advanced  pupils  April  Ist;  more  advanced  ones  the  1st  of  May:  the  most  ex- 
perienced the  middle  of  June.  The  latter  return  to  the  school  September  1st;  others  September  15th,  unless  they  are  to 
remain  during  the  winter. 

Pupils  remaining  out  over  winter  must  at  tend  school  at  least  100  days  continuously,  and  their  labor  out  of  school 
hours  must  pay  their  keep. 

They  are  paid  as  other  persons  according  to  ability.  Wages  can  be  arranged  after  two  weeks'  trial,  but  are  to 
commence  when  punil  is  received,  and  should  be  advanced  as  deserved.  I  must  be  kept  informed  of  the  wages  fixed 
upon  and  any  changes  thereafter. 

W.  A.  Mercer, 

Major  and  Superintendent. 

Tear  off  this  and  return  it  to  me. 
Please  answer  the  following  questions. 

1.  Who  are  your  references? 

2.  Who  compose  your  family?  f 

3.  What  other  employees  do  you  keep? 

74 


4.  Are  you  or  any  of  your  family  profane  or  users  of  tobacco  or  liquor  as  a  beverage? 

5.  What  religious  services  does  your  family  attend,  and  would  the  pupil  have  the  same  privilege? 

6.  What  will  be  the  nature  of  work? 

7.  What  wages  do  you  expect  to  give? 

Signature,  ^ 

P.  0.  

Date   

Department  of  the  Interior 
United  States  Indian  Service 

Carlisle,  Pa.  190  . 

Dear  Friend: —  Please  oblige  me  by  giving  information  asked  below,  and  return  this  paper  to  me  in  the  enclos- 
ed  envelope.    Any  information  you  will  give  will  be  treated  confidentially. 
Are  you  acquainted  with  of  ? 

Is  whiskey,  tobacco  or  profanity  used  in  the  family?  Are  they  persons  of  good  habits?  What  kind  of  help  do 
they  employ?  Are  they  kind  to  employees?  Do  they  pay  promptly.  Who  compose  the  family?  Of  what  Eeligious 
Society  are  they  members? 

Very  truly  yours, 

W.  A.  Mercer, 

Major  and  Superintendent. 

School  Government 

BOYS — The  government  of  the  school  is  military  only  so  far  as  is  necessary  for  caring  for  large 
numbers,  and  as  is  believed  to  be  beneficial  in  character  building.  The  girls  are  divided  into  four  troops 
according  to  size — the  small  boys  are  likew^ise  arranged  in  troops  of  several  platoons.    The  body  of  the 


75 


military  organization,  however,  is  of  the  large  boys  and  consists  of  five  troops  of  dismounted  cavalry  and  a 
band  of  forty  members.  The  troops  are  officered  by  cadets  who  iisually  are  promoted  through  the  grade  of 
non-commissioned  officers  to  second  or  first  lieutenant  and  later  to  captain,  which  is  the  highest  grade  a 
cadet  may  attain.  The  Regimental  staff  officers  are  employees  of  the  rank  of  captain  or  above,  as  will  be 
seen  by  consulting  the  roster. 

Drills  of  the  squadrons  and  regiment  are  occasionaUy  held  but  the  greater  number  of  drills  are  in 
troop  formation  with  cadet  officers  in  command  and  the  disciplinarian  or  other  staff  officer  present  to  su- 
pervise the  work  in  the  field,  helping  both  the  officers  and  the  troops.  The  national  blue  uniform  with  the 
cavalry  yellow  stripes,  chevrons,  shoulder  straps,  trimmings,  etc.,  make  a  very  pretty  eff  ct.  The  old 
cavalry  carbine  is  used  and  the  officers  carr\  sabers.  The.  regiment  as  an  organization  has  been  present  at 
three  presidential  inaugurals,  each,  succeeding  time  showing  marked  improvement  over  former  appearances. 
They  have  also  marched  in  the  parade  dedicating  th*^.  newcapitolof  Pennsylvania,  the  in  -uguration  of  Penn. 
sylvania's  governor  and  other  military  parades  in  the  east.  Wherever  seen  the  regiment  has  received  flat- 
tering comments  from  all,  including  the  Presidents  thems-lves. 

The  promotion  from  the  ranks  cause  the  ambitious  to  put  foilh  an  effort  to  outstrip  his  fellows. 
The  lesponsibilities  together  with  the  elosw  supervision  given  cadet  officers  makes  it  possible  for  each  to  be- 
come skillful,  not  only  in  handling  of  a  military  body,  but  wherevei'  large  numbers  must  be  cared  for.  It 
is  a  fact  too  well  known  to  need  discus-ion  that  the  military  work  forms  the  habit  of  graceful  and  good  car- 
riage, attention  to  details, respect  for  superiors,  obedience,  and  we  believe  it  makes  for  all  around  manliness. 
Some  boys  who  have  served  well  here  have  gone  into  the  army  and  navy  and  have  reached  places  of  trust 
and  honor  in  comparatively  short  time.  The  regular  life  of  the  school  is  conducive  to  proper  habits  after 
school  days  are  past.    Reference  to  the  "Routine  of  the  Day"  will  show  how  full  the  days  are. 

It  is  the  constant  endeavor  of  the  Disciplinarian  and  matrons  to  teach  by  kindness,  example  and  firm- 


76 


ness  that  right  conduct  and  right  living  are  the  only  ways  of  growing  into  useful  men  and  women.  Cer- 
tain rules  must  he  made  for  the  government  of  so  large  a  number  of  young  people,  but  the  thought  is  always 
presented  to  the  pupils  that  the  rules  are  nut  to  deprive  them  of  either  pleasures  or  benefits  but  are  in  reality 
mile  posts  which  point  out  the  way  which  has  been  found  best  for  boys  and  girls  to  follow.  The  great  rule 
"Do  Right"  is  the  corner  stone  of  all  rules  and  orders.  Tlc  punishments  are  reprimands,  deprival  of  pri- 
vileges, confinement,  extra  duty,  and  confinement  in  the  guard  house  for  serious  offenses. 

The  Saturday  evening  sociable,  entertainments,  etc.,  give  ampie  opportunity  for  training  in  the  art  of 
kind  consideration  for  others. 

Either  three  or  four  pupils  occupy  a  room.  So  far  ar  possible  all  occupants  of  a  room  are  from  dif- 
ferent tribes,  thus  it  mav  occur  that  a  Penobscot  from  Maine,  an  Alaskan,  and  a  Yuma  from  Arizona  are  liv- 
ing in  one  room.  They  relate  their  experiences  and  all  profit  thereby.  This  in  brief  is  the  statement  of  a 
few  facts  which  we  hope  will  give  a  general  idea,  not  so  much  of  the  rules  and  regulations  of  the  school,  as 
to  give  an  idea  of  the  principles  which  guide  us  in  all  our  school  management,  and  to  give  the  general  feel- 
ing of  good  fellowship  which  must  exist  throughout  an  institution  if  it  is  to  receive  the  best  results  of  its 
work  as  we  believe  Cariisle  does. 

GIRLS — There  are  at  present  three  hundred  and  eighty-eight  girls  enrolled  at  Carlisle.  Of  this  number 
two  hundred  tixty-two  are  now  at  the  School,  the  others  being  in  the  country. 

One  of  the  most  pleasant  features  of  a  girl's  life  at  Carlisle  is  the  homelike  manner  in  which  >he  lives. 
There  are  no  dormitories;  rooms  for  thiee  or  four  girls  being consid .red  more  sanitary  as  well  as  more  cheer- 
ful and  homelike. 

From  the  time  a  girl  enters  the  school,  she  is  taught  to  make  her  own  bed  and  keep  her  own  room  in 
order.    An  orderly  for  each  room  is  appointed  by  the  matron.    It  is  the  duty  of  this  orderly  to  see  that  the 


77 


room  is  swept,  aired  and  dusted  every  rriorning',  and  that  tlie  wast  bowl,  pitcher,  wash  stand,  etc.,  are  in  good 
order.  These  orderlies  are  changed  every  month  to  give  each  girl  practice  in  this  work.  Every  Saturday 
morning  each  room  is  given  a  through  cleaning.  The  girls  take  great  pride  in  their  rooms,  each  trying  to 
outdo  the  other  in  general  appearance. 

The  Girl's  Building  is  a  three  stnr\  structure.  The  small  girls,  abuut  forty  in  number,  are  kept  on 
the  first  floor.  At  one  end  of  iheir  hall  is  a  large  play-room  to  which  thKy  have  access  at  all  times.  The 
tiniest  girls  are  iQ  the  care  of  older  girls  who  help  the  matrons  to  train  the  little  ones  in  the  care  of  their  room, 
bed  clothing,  etc.  This  work  is  the  verv  best  of  training  for  the  older  girls,  especially  for  those  who  expect 
to  take  up  matron's  work  when  they  leavn  school.  In  the  training  of  a  girl  for  work  in  her  own  home  it  is 
invaluable.  It  id  here  that  the  girl  learns  from  aetuiil  experience  the  c ire  that  is  necessary  regarding  the 
I  bathmg  of  children,  the  care  of  their  teeth,  the  nec-ss  ty  of  regularity  in  slee[iine',  eating,  exercise,  etc.,  and 
here,  to  i,  she  sees  how  children  imitate  those  who  are  older, — hence  the  necessity  of  care  on  the  part  of  the 
mother  in  regard  to  the  kind  of  example  she  se  s  her  children  and  watchfulness  in  the  choice  of  compan- 
ions. 

The  discipline  of  the  girls  is  firm,  but  kindly.  Just  as  in  a  well  regulated  home,  the  daughter  does 
not  go  away  without  the  consent  of  her  mother,  so  here  the  girls  must  have  the  matron's  permission  before 
leaving  the  play-grounds.  When  girls  go  to  town  in  the  evening  to  lecture  or  concert  they  are  always  ac- 
companied by  matron  or  teacher  who  act  as  chape  one.  Every  Saturday  evening  a  general  sociable  for  em- 
ployees and  pupils  is  held  in  the  gymnasiirtn.  When  a  girl  has  not  been  gjod  in  deportment  she  is  depri- 
ved of  all  social  privileges  for  a  reasonable  length  of  time.    She  must  also  forfeit  her  holiday  on  Saturday. 

The  winter  amusements  of  Carlisle  girls  are  skating  and  sledding.  A  new  bowling  alley,  especially 
for  their  use,  has  just  been  completed.    A  shuffle-board  has  bt-en  put  in  the  play-room  for  the  small  girls. 

In  summer,  tennis  and  croquet  on  the  neatly  kept  lawns,  engage  the  attention  of  both  large  and  small. 


78 


Detailed  Information 


DAILY  ROUTINE 

The  following  are  the  hours  for  service  at  the  school : 

A. 

Rising  Bell   5:45 

'     -    '         Breakfast  Bell  (first)  (;:15  (second)   6:20 

Work  Whistle                     "      7:25                                        "    7:30 

School  Bel!                          "      8:30                                         '    8:35 

Recall  Bell  from  school,.  .     "    1L:30                                        "    11:35 

Recall  Whistle  fiom  wmk   11:30 

Dinner  Bell  (first)  11;55  (second)   12:00 

P. 

Work  Whistle,  (first)  12:55  (second)   1:00 

School  Bell   "      110   "    1:20 

Recall  Bell  from  school,.  .     "      4:00   "    4:05 

_  Recall  Whistle  from  work,   5:00 

Supper  Bell,   "      5:25   '    5:30 

Eveninff  study  hour,  and  all  evenim^  exprcisps,  unless  otherwise  md"ied,  1st  7:00,  2nd  7:05 

Recall  from  study  hour,   "  8:00,    "  8:05 

The  first  bell  for  school  and  meals  are  sii^nals  to  fall  in.  Rolls  are  to  be  called  aud  reports  made  before  the 
second  bell.    Immediately  upon  the  ringing  of  the  second  bell,  students  must  march  off  without  delay. 

All  industrial  department  employes  and  studetits  are  to  be  at  tlieir  several  places  in  time  to  begin  work  prompt- 
ly when  the  second  whistle  blows,  and  continue  at  work  until  the  recall  whistle  blows. 


79 


ESrSPECTIONS 

The  regular  monthly  inspection  of  the  school  takes  place  in  the  following  order:  _  - 

8:40  A.  M.  Laundry,  sewing  room,  dining  room,  kitchen  and  bakery; 
9:00  A.  M.  Hospital; 

9:15  A.  M.  Large  Boys'  Dormitory ;  ■      -  ' 

9:45  A.  M,  Printing  Office,  shops,  stable,  steam  plant,  etc.  ,- 
10:15  A.  M.  Small  Boys'  Dormitory;  '  "  - 

10:45  A.  M.  Girls'  Dormitory. 
The  outing  service  begins  about  April  1st  and  extends  over  the  summer  until  September  1st. 
Under  proper  conditions  it  can  be  extended  for  a  period  of  two  years.    The  earnings  are  all  sent  to  the  school 
office  and  placed  in  the  hands  of  the  treasurer  of  the  students'  funds.    They  amount  annually  to  about  $27,000 


Data  Retarding  Students  and  Ex-Pupils 


Considerable  time  has  been  speat  in  making  pe^  sonal  visits,  to  graduate  and  ex-pupils  of  the  school, 
and  much  valuable  information  has  been  gatheied  through  other  sources. 

This  investigation  and  gathering  of  information  reveals  surprisingly  good  results.  It  is  convincing 
argument  against  the  attacks  mad-  mctny  times  against  the  school,  because  of  isolated  cases,  which  have  been 
observed.  Several  groups  of  s-tudeuts,  gi  aduates  and  ex-pupils,  such  as  have  spent  a  shorter  period  at  the 
school  than  is  re  .uiied  to  complete  its  course,  reveal  the  foUowiug  facts: — Of  one  hundred  and  sixty-  six 
interviewed  per.soually,  seventy-five  percent  we  e  self  supporting, — about  seventeen  per  :jenc,  partly  so,  and 
only  eight  per  cent  had  gone  back  to  the  blanket  and  Indian  ways.  Of  the  .jli  graduates,  since  the  com- 
pleted course  has  given  a  diploma,  153  ar^  found  in  government  employ.  In  various  branches  of  government 
and  civil  service  empl03'ment,  they  have  succeeded  in  holding  a  place  with  hundreds  of  other  competitors. 
In  the  Indian  service  they  hav.  always  found  ready  aceeptaLce  because  o:  competency  and  efficiency.  In 
trades  and  business  ventures  they  have  found  a  place  m  the  frout  rank.  In  military  life,  in  naval  positions 
they  have  advanced  as  rapidly  as  other  eulisLed  men.  As  nurses  the  trained  Indian  maiden  has  a  place  which 
ranks  high  in  the  profession.  Good  musicians  have  been  developed  among  them  aud  have  found  ready  ac- 
ceptance and  special  applause  in  the  world  of  music. 

Forty-seven  are  reported  dead,  467  living,  153  are  employed  in  the  various  departments  of  the  In- 
dian Department  under  the  Government, 53  are  not  reported  at  all,  4  are  unfavorably  reported,  1  is  a  practic- 
ing physician,  2  are  practicing  dentists.  Care  graduate  nurscs,  5  are  practising  lawyers.  The  remaining  239 
are  students  in  Commercial  Colleges,  Colleges,  Universities,  housekeepers,  mechanics,  seamstresses,  bank 
clerks,  farmers,  operators — all  reported  as  doing  well. 


81 


Class  188'9' 
Wm.  F.  Campbell,  Chippewa 
Joseph  Harris,  Gros  Ventre 
Kish  Hawkins,  Cheyenne 
Cecilia  LolKl^(l^^h  Herman,  Winnebago 
Esther  Miller  Dagnette,  Miami 
Julia  Powlas  Wheelock,  Oneida 
Edwin  Scbanandore,  Oneida 
Joel  Tyndall,  Oimdia 

DEAD 

Eva  Johnson  Preston,  TT^/a/K/o^e 
Katie  Grindrod,  " 
Clara  Faber,  " 
Lillian  Cornelius,  Oneida. 
Frank  Dorian,  Sac  &  Fox 
Thomas  Wister,  Ottawa 

Class  1890 
Julia  Bent  Prentiss,  Cheyenne 
-Rosa  Bourassa  LaPlesche,  Chippewa 
Carl  Leider,  Cmw 
Levi  Levering,  OmaJtet, 
Benjamin  Lawry,  Winnebago 
Stacy  Matlock,  Pcuoriee 
George  Means,  Sioux 


Nellie  Robertson  Denny,  Sioux 
Lawrence  Smith,  Winnebago 
Benjamin  Thomas,  Pueblo 
William  Tivis,  Comanche 
D^nnjson  Wlieelock,  Oneida 
Percy  Zadoka,  Keech-i. 
Veronica  H'^lliday  Riiiche,  Chippewa 

DEAD 

Howard  Lngnn,  Wiunrhago 
Willi nm  Morgan,  Pawnee 
Jemima  Wheelock  Webster,  Oneida 
Geoi-ge  Valier,  Ottawa 

Class  1891 
Martin  Archiqnette,  Oneida 
Charles  Dagnette,  Peoria 
Ha,Tr,y  Kopay,  Osa.ge 
Yf,,nie  Leeds,  Pueblo 
Josian  Powlas,  0»cida 
Levi  St.  Syr,  Winiii1>ago 
Henry  Standing  Bear,  Sioux 

DEAD 

William  Froman,  Miami 
Etta  Robertson,  Sioux 
John  Tyler,  Cheyenne 


Class  1892 

Benjamin  Caswell,  Chippewa 

Luzena  Choteau  Roscump,  Wymdotte 

Frank  Everett,  Wichita 

Lydia  Flint  Spencer,  Shawnee 

Hattie  Longwolf  Pretty  Weasel,  Sioux 

Thomas  Metoxen.  Oneida 

Benajah  Miles,  Areipaho 

Fred  Peake,  Chippewa 

Isabel  Cv^rnelius  Denny,  Oneida 

DEAD  ; 

Albert  Bishop,  Seneca 
William  Baird,  Oneida 
Joseph  Hamilton,  Piegan 
Reuben  Wolfe,  Omaha 

Class  1893 

John  Baptiste,  Winnebago 
Fred  Bighorse,  Sioux 
Malcolm  Clark,  Piegan 
Arthur  Johnson,  Wyandotte 
John  G.  Morrison,  Chippewa 
Emily  Pe.ake  Eobitaille,  Chippewa 


Class  1894   - 

Belinda  Arehiquette,  Oneida 

Thomas  Blackbear,  Sioux 

Flora  CampHell  Firz2;erald,  Alaskan 

Willi.ini  Drfnomie,  Chippewa 

Jamesi  Flinnery,  Alaskan 

Howard  E.  (xansworth,  Tascarora 

Florence  Miller  Gardner,  Stockhriilge 

Martha  Napawaf.  Thomas,  Kiowa 

Siceni  Nori,  Pufl'lo 

Minnie  Yandall  LeSieur,  Bannock 

Id  I  Powlas  VViK'el.ick,  Oneida 

Huofh  Soucpa,  P^'eblo 

Heury  Warren,  Cliippeiva 

Ida  Warden  Tiibii\,  Cliipp''>ra 

Florence  Wells  Davis  A  u^kan 

DKAD 

Wm.  T.  Tygar,  Shawnee 
Enumn*  1  B"llefi'ulli^,  Ckippewa 
Susie  MetdX^n,  Oneida 
Andrew  B.iird,  Siuux 

Class  1895 

Antnine  Bunnell,  Cliippeica 
Hi-nrietta  Fremont,  Omaha 


Melissa  Green,  Oneida 

William  Hazlett,  Piegan 

Ida  LaChapelle  McTavish,  Chippewa 

Alice  Lambert  Otto,  Chippewa 

William  Lnfkins,  Chippewa 

Su-ie  McD  )nsjal,  Chippewa 

Samuel  Sixkiller,  Creek 

GeorgH  Sins,  Cnnv 

D  Hviil  Turkey,  Seneca 

James  Van  Wert,  Chippewa 

G'  org-'  Warren,  Chippewa 

William  Mo')r'S  Sac  &  Fox 

Chauncey  Yellow  Rnbe,  Sioux 

DEAD 

Gporgp  Buck.  Sionx 
Laura  Lona  C  ■oh ran,  Wya'ulotte 
Cl.irk  GreijiT.  Assin.iboiae 
Lewis  William>,  Nez  I'erce 
Class  18'.'6 
Ji'hnson  Ad  im^,  Chippewa 
Frank  Cayon  Omaha 
Leiirt  Cornelius  C.i-<well,  Oneida 
Susan  Divenport  B  Miija.  Chippewa, 
Julia  Elm  >re  Web-t'r,  Digger 
Leander  Ganswurth,  Tuscarora 


Timothy  Henry,  Tuscarora 
Nicodemus  Herman  Hill,  Oneida 
Robert  Jackson,  Chehalis 
Louisa  Geisdorf  Burnett,  Crow 
Frank  Hudson,  Paehlo 
Leroy  Kennedy,  Seneca 
John  Deslift,  Payallup 
Delos  Lonewolf,  Kiowa 
Adelia  Low  Twiss,  Sioiix 
Joseph  Martinez,  C?'ow 
Alice  Parker,  Chippewa 
Mark  Penoi,  Pueblo 
Elmer  Simon,  Chippewa 
Cora  Snvder  Jones,  Seneca 
Cynthia  Webster  Moore,  Sioux 
James  Wheeloek,  Oneida 
Ma  k  Wolte,  Cherokee 

DEAD 

Edward  Spotts 

Class  1897 
Mabel  Buck  Block,  Sioux 
Briirain  Cornelius,  Oieida 
liobert  Depoe,  SUetz 
Samuel  Gruett,  Chippewa 
Lizzie  Hill  Tyndall,  Sioux 


83 


Frank  Jones,  Sac  1-  Fox 

Annie  Kowuni  Ahner,  Ptipblo 

Marv  l\riller  Dod-<-,  Chipprwa 

Olive  Miller  JmcoHs,  Slovkhnihje 

Charles  Mishler,  Chippriva 

Luiis  l\ri-!hler,  Chip  pi' nut. 

Albert  Niish.  Wi>,nrl.,i<jo 

MarMia  Owl  Simpson,  Cherokee 

Gr:ioe  Redengle  S  icto,  Quapaw 

E'lwarfl  Koei-rs,  Cliippeiva 

Hsnry  R  d  Kettl-,  Sloax 

N:mcv  Sf^nec  i,  Seneca 

Willi  am  Sh  e  rri  II ,  Cherokee 

Frnnk  Shivelv,  Crow 

Edith  Smith  Haffner,  Tasearora 

Sarah  Smith  King:,  Oneida 

Alex  Upshaw,  Crow 

Clarence  White  Thunder,  Swux 

Christine  Wirth  West,  Assinib'Hm 

DEAD 

Clark  Smith,  Siletz 
Julia  Williams,  Chippewa 
Glass  1898 
Edith  Pierce  Ladue,  Seneca 
Ralph  Armstrong,  Nez  Perce 


Mitrhpll  r>arnd;i,  Omaha 
Joifeph  Blaf^khear  Chei/enne 
Clurenne  Bitler,  Civn.r  d'  Alene 
Lili:m  CoinpKiinviU ',  Nes  Perce 
Cora  Cornelius  A<lam-',0(!^'/'/« 
Sirnh  Flynn  Minnin>,',  Assinilmine 
Ann],'  G-or-e  Talnpielto.  Chen.hre 
Snsii^  fT"nni  Beanlsley.  Pnehlo 
Ijott'w  H  irne  Coi  hi  an,  Khnaath 
Fr^nk  J  mvp,  Kaiv 
JhcoI)  Jamison  Seneca, 
David  AlcFarliind  Nez  Perce 
Rieiizi  iNIoore,  Sac  cO  Fox 
Anna  Mo  ton  Luho,  Pueblo 
Kami"  Owl  Wahhanpptu,  Cherokee 
Edward  Peterson,  FInek 
Caleb  Sickles,  Oneida 
Martha  Sickles  Cornelius,  Oneida 
Ellen  Thomas  Prophet,  Chippewa 
John  Webster,  Oneida 
Wilson  Welch,  Cherokee 

DEAD 

Nellie  Odell,  Piujallup 


Class  1809 

Chmnoey  A'"(Miiq'ii  tt'',  Oneida 
S  icliu  At-ye  Stmnt;,  Pueblo 
Jennie  Brown,  Sioux 
E'ta  C.'itolst  Maul,  Cherokee 
'I'lmmiis  I)  nomie,  Chippewa 
Rose  Diivi  rney  Tnllry,  Olln.wa 
Berth  I  Dyf"  .fa'iiisoii,  >ieiicca, 

Chri-tiMM    R:istn|:lil,  SiiiUX 

Minnie  Fiiiley  Piu'tiil,  Caddo 
Lvdia  G>rdn»r  Gelio'\  Chei/enne 
Aniut^  Ge^is  Pierre,  Chippewa 
Joseph  Gouge,  Cliippewcc 
Smart  Hnzlett.  Viec/an 
Nettie  Home,  Klamath 
Olive  Larch  Smith,  Cherokee 
Corbett  Lawyer,  Nez  Perce 
John  Limeaux,  Chippewa 
Jeanette  .8.  McDonald,  Assbiihoine, 
Louis  McDonald,  Pojica 
Jonas  Mitchell,  Chippewa 
Mary  Moon  Orsen,  Alaskan 
Vincent  Natailsh,  Apache 
Kendall  Paul,  Alaskan 
Eaward  Peters,  Chippewa 


84 


Clara  Price  Fielder,  Sioux 

Lettie  Scott,  Seneca 

Dollie  Wheelock  Doxtator,  Oneida 

Sara  Williams  Wauskakamick,  Chippewa 

George  Wolfe,  Cherokee 


DEAD 

Robert  Emmett,  Crow 
DaliQey  George,  Cherokee 
George  Hazlett,  Piegan 
Cora  Wheeler,  Seneca 

Class  1000 
David  Abraham,  Chippewa 
John  Allen,  Clallam 
Pascuala  Anderson,  3Iission 
Mary  Barada,  Omaha 
Frank  Beale,  Clallam 
Amelia  Clark  Kaney,  Cheyenne 
Charles  Carson,  Piegan 
Daisy  Doctor  Snyder,  Seneca 
Lilian  Ferris  Wilder,  Klamath 
Fannie  Harris  Banister,  Sac  &  Fox] 
Jacob  Horns,  Klamath 
Guy  Jones,  Sioux 
Sarah  Kennedy  Oliver,  Seneca 
Constance  Lane,  Simmie 


John  Lufkins,  Chippewa 
Alice  McCarthy,  Chippeiva 
Katie  Miller,  Stnckbridge 
Wesson  Muidock,  Assinihoine 
Nettie  Pierce  Parker,  Seneca 
Rose  Poodry  Leroy,  Seneca 
Charles  Roberts,  Chippewa 
Mamie  Ryan  Siiade,  Assinihoine 
Joseph  Scholder,  Mission 
Isaac  Seneca,  Seneca 
Kattie  Silveriieels,  Seneca 
Elisa  Smith  Thompson,  Clallam 
Frank  Teeple,  Chippewa 
John  Teeple,  Chippewa 
Jennie  Turkey  White,  Seneca 
Mary  Wolf  Farwell,  Cherokee 
George  Welch,  Stockhridge 
John  B  Warren,  Chippewa 
Susie  Yupe,  Shoshone 

DEAD 

George  Muscoe,  Chippeiva 
Abram  Isaac,  Chippewa 
Nancy  0.  Cornelins,  Oneida 
Bertha  Pierce  Smith,  Seneca 


85 


Class  1901 


John  Blaine,  Sioux 
Fr;mk  Beaver,  Winnehago 
Samuel  J.  Brown,  Sioux 
Henrietta  Coates  Crouse,  Seneca 
Elnora  Denny  Roller,  Seneca 
George  Ferris,  Klamath 
Alberta  Gansworth,  Tuscarora 
Willard  Gansworth,  Tuscarora 
Anna  Goyituey  Canfield,  Pueblo 
M.n-k  Johnson,  Sioux 
Dollie  Johnson  Scott,  Osage 
James  R.  Johnson,  Stockhridge 
Joseph  LaChapelle  Sioux 
Pearl  LaCha|ielle  Peterson,  Sioux 
Donald  Mcintosh,  Apache 
Stella  Mishler  Gors-ucb,  Chippewa 
Edwin  Moore,  Sfn;  and  Fox 
Augusta  Nash,  Winnehago 
Herman  Niles,  Stockhridge 
Jesse  Palmer,  Sioux 
Simon  Palmer,  Stockhridge 
Mattie  Parker,  Cayuga 
Nellie  Peters,  Stockhridge 
Alice  Powlas  Blaine,  Oneida 


John  Powlas,  Oneida 

Anna  Piirnell  Little,  Nes  Perce 

Arthur  Pratt,  Sioux 

Edgar  flickard,  Tuncarora 

Edwin  Smiih,  Clallam 

Ida  Swallow,  iSioux 

Ella  Sturm  Vols,  Cadilo  ^ 

Antonio  Tapia,  Pueblo 

Wingate  Temple,  Klamath 

Luzona  Tribbetts  Ishiiin,  Chippewa 

Alonzo  Spiechf^,  Apache 

Jennie  Wasson,  Coos  Bevy 

Eugene  Warren,  Chippewa 

Edw.  C.  Willing,  Puyallvp 

(JLAWS  1902 
Genus  Baird,  Oneida 
Charles  Bender,  Ch.ippeuui. 
Mary  Bruce  Wiiite,  Moliawk 
Charles  Coleman,  Minsioa 
Charles  Cusick,  Seneca 
Kattie  Creager  Day,  Pueblo 
Jennie  DeRo.-ier  ilenomonee 
Teresa  Ebert,  Chippewa, 
Nelson  Hare,  Seneca 
Charlotte  Harris,  Cherokee 


Elnora  Jamison,  Seneca 
Josephine  Janese,  Sioux 
Inez  Kingwheel,  Stockbridge 
Malinda  Metoxen  Cornelius,  Oneida 
Clara  Miller  Chew,  Tuscarora 
John  H.  Miller,  Chippewa 
Samuel  Miller,  Stockbridge 
Minerva  Mitten,  Cayuga  ■ 
Thomas  Mooney,  Assdnboine 
Wm.  Mt.  Pleasant,  Tuscarora 
Pliga  Nash,  Winnebago 
Violetta  Nash,  Winnebago 
Eliza  Nauwegesio,  Chippeiva 
William  Paul,  Alaska 
Free  E.  Smith,  Oneida 
George  Peake,  Chippewa 
Fred  Tibbetis,  Chippexva 
Cornelius  Petoskey,  Chippewa 
Thomas  Walker  Mani,  Sioux 
Kutie  Powlas  Cornelius,  Oneida 
Grace  Warren  Simpson,  Chippewa 
Louise  Rogers  Warren,  Chippewa 
Ida  Wheelock  McDonald,  Oneid'i 
Lilian  St.  Cyr  Johnson,  Winnebago 
Martin  Wheelock,  Oneida 


Let  ha  Seneca  Kennedy,  Seneca 
Healy  Wolfe,  Alaska 
Arthur  Sickles,  Oneida 
Lilian  Waterman,  Seneca 
Florence  Sickles,  Oneida 

DEAD 
Isaac  Fielder,  Sioux 
Mary  Lewis  Azul,  Seneca 
Class  1903 
Sophia  American  Horse,  Sioux 
Frank  Bishop,  Seneca 
Samuel  Brushel  Stockbridge 
Minnie  Callsen,  Alaskan 
Katie  Callsen  Fisher,  Alaskan 
Clarinda  Charles,  Seneca. 
Martin  Costs,  Coahiilla 
Sara  Corbin  Stilwell,  Cherokee 
Lilian  Cornelius  Tibbetts,  Oneida 
■  Oscar  Davis,  Chippetva 
Amy  Dolphus  Pearman,  Sioux 
Commodore  Doxtator,  Seneca 
Alice  Doxtator  Hill,  Oneida 
Charlotte  Geisdorf,  Crotv 
Amos  George,  Seneca. 
Mabel  Creely  Cambell,  Sioicx 


8G 


Ida  Orimn  Nnri,  OVvmgnyi 

Thomas  (Irillin,  Okiiui(jon 

Amy  G.  Hill,  ^iniix 

Bi'rtlia  Jamison,  Seneca 

Minnie  Joimson  ?ieiii'ca 

Celinila  King  Pfter^,  Oneida 

Jmnes  Ivint;,  Asshiib  >ine 

JKliz.  Knudsen  diaries.  Klamath 

Jolm  Londrosli,  Winnelxif/o 

Jolm  j\r.  Miller,  SlocUhridae 

Bessie  Peters  Slockbridge 

George  Pradt,  Pi(eblo 

Sn-iie  Rayns,P;/f^7)/o 

Lizette  Roubideanx,  Otoe 

Joseph  Ruiz,  'Pueblo 

Emma  G.  Bkye,  Sioux 

Maud  Snyder  Pierce,  Seneca 

Nannie  Sturn,  Caddo 

Henry  Tatiyopa,  Sionx 

Eneene  Trilibetts,  ChipPewn 

So]ilaia  Warren  Unibriet,  ChiPPewa 

Wm.  Wi  shinawtok,  Menomonee 

Mollie  Welch,  CheroVee 

Earuey  Wilber  PhilHps,  STniomonee 

Elizabeth  Williams,  ChiPPewa 

Frank  Farlett,  Crow 

Lizzie  Williams,  Tnsc^rom 

DEAD 

Lilian  Brown  Clay,  Sioux 
Joseph  Ezliuna  ^.i^uc/ie 
John  Kimble 


Class  190i 

Asenath  B'shop,  i^eneca 
Geortre  Balenti.  Cheyenne 
Fred  Brnshel,  Stockbn<l{ie 
Triman  Doxtator,  Oneida 
Daniel  Eagle,  Sioux 
Olivf-r  PZxMidiae,  Deldivare 
Francis  Halftown,  Seneca 
Caroline  Helms,  ifission 
Martha  Hill,  Oneida 
George  Hogan,  Croiv, 
Gertrude  Jackson  Juan,  Pima 
Victor  Johnson,  Dulles 
William  JoUis,  ChiPPewa 
Rose  Laforge  Dillon,  Grow 
Nellie  Lillard  Martin,  'Piegan 
Antonio  Lnbo,  Mission 
Henry  Markishtom,  Makah 
William  Mahone,  Makcdi 
Walter  Mathews,  Osage 
Sal  en  Moses,  Seneca 
Frank  Mt.  Pleasant,  Tuscarora 
Rose  Nelson,  Mission 
Minnie  Nick  Sauve,  Cherokee 
Ella  Petoskey,  Chippevja, 
Anna  Parker  Mathewt*,  Bannock 
Lavinia  Woodworth  Bowen,  Sto. 
Jeanette  Pocatello,  Shoshoni' 
Lydia  Wheelock  Powlas,  Seneca 
Mary  Pradb,  Pueblo 


87 


Henry  Howlodges,  Arapahoe 
Josie  Ramone  Snis,  Papago 
Aycha  Sarocino,  Pueblo 
Arthur  Sheldon,  Nez  Perce    ■-  -" 
Abram  Smith,  Onebla 
Juna  Ftandingdeer,  Ciierokee 
Zoraida  Valdezate,  Porto  Pdcan 
Alfred  Yenne,  Chippeiva 
Charles  Williams,  Stockbridge 
Lizzie  Wirth  Smith,  Assiniboine 

DEAD 

Priscilla  Williams,  Stockbridge 
Daniel  Enos,  Pima 
Tiffany  Bender,  TlWioe 

Class  1905 

Lilian  Archiquette,  Oneida 

Joseph  Baker,  Winnebago 

Edith  Bartletfc,  Bannock 

Stella  Blythe,  Cherokee 

Ida  Bruce,  Mohawk 

Alice  Connors  Johnson,  Jroguow 

Cornelia  Cornelius.  Oneida 

Wilson  Charles,  Oneida 

Jesse  Davis,  Nez  Perce 

Mary  George,  Seneca 

Anna  B.  George  Cherokee 

Acelia  Janese,  Sioux 

Lilian  Jonnsou,  Seneca 

Dellina  Jacques  Martinez,  Pueblo 


Bert  Jacques,  Puehlo 

Mary  Kadashan,  Alaskan 

Rebecca  Knudsen  Rhodd,  Ponca 

Stella  Lauglilin,  Shawnee 

Delia  Maeee  Miguel,  Mission 

Martin  Maehukay.  Apache 

Patrick  Miguel,  Yuma 

Hattie  Miller,  Chippewa 

Lucy  Nauwegesic,  Chippewa 

Tossie  Nick,  Cherokee 

Jose  Osuan,  Porto  Ricati 

Etniliano  Padin,  Porto  Eiean 

Nichalas  Pena,  Gopah 

Bernice  Pierce,  Seneca 

Dora  Reinkin  Shongo,  Alaskan 

Manuel  Rexach  Porto  Rican 

Angela  Rivera,  Vorto  Rican 

Antonio  Rodriquez,  Vortn  Rican 

Maria  Santaella,  Porto  Rican 

Roxie  Smith,  Cherokee 

Ambrose  Stone,  Chippewa 

Rose  Temple  Gilbert,  Klamath 

Polly  Titikoff,  Alaskan 

Beitie  Welch,  Cherokee 

Florence  Welch  Johnson,  Onieda 

Levi  Webster,  Oneida 

Spencer  Williams,  Seneca 

Sarah  Williams  Venne,  Seneca 

Agnes  White,  Seneca 

Margaset  Wilson  Abraham,  Shawnee 


DEAD 

Manuel  Bender,  Washoe 
Alice  Heater,  Digger 

Class  1906 

Bertran  Bluesky,  Seneca 
Nicholas  Bowen,  Seneca 
Emma  Burrows,  Yuma 
Christine  Childs,  Croiv 
Chauncey  Charles,  Stockbridge 
Elias  Cliarles,  Oneida 
Wallace  Denny,  Oneida 
Bertha  Denniji,  Seneca 
Katbaryne  Dyakaoff,  Alaskan 
Albert  Exendine,  Delaware 
Clarence  Faulkner,  Shoshone 
Mary  G.  Yukatanache,  Wyandotte 
Abraham  M.  Hill,  Oneida  ' 
Ignatius  IronrDad,  Sioux 
Frank  Jude,  Chippewa 
Ad:iline  Kingsley  Sear,  Winnebago 
J.  Emma  Logan  Bear,  Winnebago 
Blanche  Lay  Seneca,  Snieca. 
Ani)a  Mintliron,  Oniuse 
Wilber  Pea  wo.  Comanche 
Rosabel  Patterpon,  Seneca 
]\Iarion  Pdwlas.  Omida 
Louis  F.  Paul,  Alaskan 
Mary  Runnels.  San  Pod 
Charles  Roy,  Chippewa 


William  Srholder,  Mission 
Juliette  Smith,  Oneida 
Edocia  Sedick,  Alaskan 
Rose  McFarland,  Klamath  ~  ' 
Dock  Yukatanache,  Apache 

Class  1907 

Nicodemus  Billy,  Seneca. 
Arthur  Doxfator,  Sf'neea 
Francps  Ghangrow,  Walla  Walla 
Isaac  R.  Gould,  Alaskan 
Zoa  Hardin  Haney,  Pottawatomie 
Sarah  Isham,  Chippewa 
Wm.  S.  Jackson,  Alaskan 
Jonas  Jackson,  Cherokee 
Freeman  Johnson,  Seneca 
Dora  La  Belle,  Sioux 
Archie  Libby,  Chippewa 
Joseph  Libby,  Chippeim 
Arthur  Mandan,  ]\fandan 
Josefa  Maria  Manjares,  Pitt  River 
Hattie  M.  Fo  <'las,  Oneida 
Eli  M.  Peazzoni,  Digger 
Arthur  Sutton,  Seneca 
Albert  H.  Simpson,  Aric^aree 
Carl  Silk,  Gws  Ventre 
Edward  Sorrell,  Shoshone 
Elizabeth  Walker,  Alaskan 
Susie  Whitetree,  Seneca 
Titus  White  Crow,  Sioux 


88 


BOYS'  DRILL  SQUAD 

GYMNASTICS' 


Ori]^iiial  i  irsl  Party 


i 


THE  PRIINTERS         ^  .  .  t.^^^^!^^. 


i 


